Education for the Future Bradley J. Geise Using Data to Improve Student Learning Preparing For The Hawaii Summer Data Institute

Education for the Future BackgroundBackground Education for the Future – Non-Profit Initiative Education for the Future – Non-Profit Initiative Victoria L. Bernhardt, Exec Director Victoria L. Bernhardt, Exec Director California State University, Chico California State University, Chico Our Mission Our Mission Funded by contracts. Funded by contracts. 17 Books, Conferences, Institutes, Workshop. 17 Books, Conferences, Institutes, Workshop. Manage long-term implementation contracts. Manage long-term implementation contracts. Monthly online meeting series. Monthly online meeting series. Education for the Future – Non-Profit Initiative Education for the Future – Non-Profit Initiative Victoria L. Bernhardt, Exec Director Victoria L. Bernhardt, Exec Director California State University, Chico California State University, Chico Our Mission Our Mission Funded by contracts. Funded by contracts. 17 Books, Conferences, Institutes, Workshop. 17 Books, Conferences, Institutes, Workshop. Manage long-term implementation contracts. Manage long-term implementation contracts. Monthly online meeting series. Monthly online meeting series.

Education for the Future Purpose and Intent What is the purpose/intent of the Summer Institute? What is the purpose/intent of the Summer Institute? Who should attend? Who should attend? What do we need to do to prepare? What do we need to do to prepare? Address any other questions… Address any other questions… What is the purpose/intent of the Summer Institute? What is the purpose/intent of the Summer Institute? Who should attend? Who should attend? What do we need to do to prepare? What do we need to do to prepare? Address any other questions… Address any other questions…

Education for the Future AgendaAgenda WHY data analysis/continuous improvement? WHY data analysis/continuous improvement? WHAT data should we engage as part of continuous improvement? WHAT data should we engage as part of continuous improvement? HOW do we engage continuous improvement as a learning organization? HOW do we engage continuous improvement as a learning organization? Next steps. Next steps. WHY data analysis/continuous improvement? WHY data analysis/continuous improvement? WHAT data should we engage as part of continuous improvement? WHAT data should we engage as part of continuous improvement? HOW do we engage continuous improvement as a learning organization? HOW do we engage continuous improvement as a learning organization? Next steps. Next steps.

Why Data Analysis? Why Continuous School Improvement? Why Data Analysis? Why Continuous School Improvement? Education for the Future

What are a few school improvement initiatives that immediately come to mind? What are a few school improvement initiatives that immediately come to mind? Why Data Analysis/Continuous School Improvement? Improvement? Education for the Future

In your experience: How are school improvement initiatives determined to be effective? How are new school improvement initiatives deemed necessary? In your experience: How are school improvement initiatives determined to be effective? How are new school improvement initiatives deemed necessary? Why Data Analysis/Continuous School Improvement? Improvement? Education for the Future

Continuous Improvement Cycle Mission Vision

Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Education for the Future

Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future  Curriculum: What do we teach?  Instruction: How do we teach?  Assessment: How do we know they got it?  Environment: How do we treat each other/what kind of environment do we create?  Curriculum: What do we teach?  Instruction: How do we teach?  Assessment: How do we know they got it?  Environment: How do we treat each other/what kind of environment do we create?

Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Education for the Future

Data Analysis for Continuous School Improvement Is About What You Are Evaluating Yourself Against Data Analysis for Continuous School Improvement Is About What You Are Evaluating Yourself Against Education for the Future

Continuous Improvement Cycle Mission Vision

It describes the work that schools It describes the work that schools do, linking the essential elements It is a process of evidence, It is a process of evidence, engagement, and artifacts Important Notes Education for the Future

A Process of Evidence, Engagement, and Artifacts A Process of Evidence, Engagement, and Artifacts Evidence: Data to inform and drive a logical progression of next steps. Data to inform and drive a logical progression of next steps.Evidence: Engagement: Bringing staff together to inform improvement through the use of data, moving from personality driven to systemic and systematic. Bringing staff together to inform improvement through the use of data, moving from personality driven to systemic and systematic.Engagement: Artifacts: The documentation of your improvement efforts. The documentation of your improvement efforts.Artifacts:

Education for the Future Connecting The Dots Between Authentic Data-Driven School Improvement and… Connecting The Dots Between Authentic Data-Driven School Improvement and… Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications.

 Uses data to inform all aspects of operation.  Is focused on quantifying realization of your vision, moving away from sole use of data for compliance and accountability.  Connects the dots for reporting to a variety of stakeholders.  Uses data to inform all aspects of operation.  Is focused on quantifying realization of your vision, moving away from sole use of data for compliance and accountability.  Connects the dots for reporting to a variety of stakeholders. Education for the Future A framework that:

Education for the Future Where are we now? Comprehensive Data Analysis Where are we now? Comprehensive Data Analysis Using demographic, perception (climate, environment), school process, and student learning data to identify strengths, challenges, and implications for the plan.

Education for the Future Where are we now? Comprehensive Data Analysis Where are we now? Comprehensive Data Analysis Evidence

 Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions  Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions Education for the Future DemographicsDemographics

 Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment Education for the Future DemographicsDemographics

 School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development  School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development Education for the Future Staff Demographics

What demographic elements currently concern you the most? Education for the Future DemographicsDemographics

 Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions  Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions Education for the Future Student Demographics  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment  School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development  School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development Staff Demographics

 Help us understand what students, teachers, and parents are perceiving about the learning environment.  We cannot act different from what we value, believe, perceive.  Help us understand what students, teachers, and parents are perceiving about the learning environment.  We cannot act different from what we value, believe, perceive. Education for the Future PerceptionsPerceptions

 Student, Staff, Parents, Alumni Questionnaires  Observations  Focus Groups  Student, Staff, Parents, Alumni Questionnaires  Observations  Focus Groups Education for the Future PerceptionsPerceptions

Given what we have discussed so far, what key measure must be a part of any staff questionnaire? Education for the Future PerceptionsPerceptions

 Diagnostic Assessments (Universal Screeners)  Classroom Assessments  Formative Assessments (Progress Monitoring)  Summative Assessments (High Stakes Tests, End of Course)  Diagnostic Assessments (Universal Screeners)  Classroom Assessments  Formative Assessments (Progress Monitoring)  Summative Assessments (High Stakes Tests, End of Course) Education for the Future Student Learning

What happens when learning organizations react solely to the measures used for compliance and accountability? Education for the Future Student Learning

Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want. Education for the Future School Processes

Processes include…  Actions, changes, functions that bring about a desired result  Curriculum, instructional strategies, assessment, programs, interventions …  The way we work. Education for the Future

School Processes  The missing link in improving K-12 education  The missing link in meeting NCLB requirements Education for the Future

School Processes Processes include…  Actions, changes, functions that bring about a desired result  Curriculum, instructional strategies, assessment, programs, interventions …  The way we work. Education for the Future

What process changes most frequently when leadership changes? Education for the Future School Processes

Education for the Future Where are we now? Comprehensive Data Analysis Where are we now? Comprehensive Data Analysis Engagement

Where are we now? Comprehensive Data Analysis Where are we now? Comprehensive Data Analysis The key to staff engagement? Creating a vehicle that tells the story of what you are doing well relative to what you could be doing better. A vehicle that is accessible and can involve all staff. The key to staff engagement? Creating a vehicle that tells the story of what you are doing well relative to what you could be doing better. A vehicle that is accessible and can involve all staff. Education for the Future

1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

Where are we now? Comprehensive Data Analysis Where are we now? Comprehensive Data Analysis Review the data to identify strengths, challenges, implications for planning, and further data needed. Review the data to identify strengths, challenges, implications for planning, and further data needed. Prepare your findings on poster paper. Prepare your findings on poster paper. Review the data to identify strengths, challenges, implications for planning, and further data needed. Review the data to identify strengths, challenges, implications for planning, and further data needed. Prepare your findings on poster paper. Prepare your findings on poster paper. Education for the Future PERCEPTION DATA

What does it look like as you pull together the implications for planning from all areas of data? What does it look like as you pull together the implications for planning from all areas of data? Education for the Future

1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

Problem Solving Cycle Identifying problems that you would like to solve using data. Identifying problems that you would like to solve using data. Coming up with 20 hunches/hypotheses about why the Coming up with 20 hunches/hypotheses about why the problem exists. Identifying the questions you need to answer to know more Identifying the questions you need to answer to know more about the problem, and what data you need to gather. Naturally leading to process measurement? Naturally leading to process measurement? Identifying problems that you would like to solve using data. Identifying problems that you would like to solve using data. Coming up with 20 hunches/hypotheses about why the Coming up with 20 hunches/hypotheses about why the problem exists. Identifying the questions you need to answer to know more Identifying the questions you need to answer to know more about the problem, and what data you need to gather. Naturally leading to process measurement? Naturally leading to process measurement? Thinking about problems more deeply, broadly, and in a way that allows you to identify data resources. Thinking about problems more deeply, broadly, and in a way that allows you to identify data resources. How did we get to where we are? Getting to Contributing Causes Education for the Future

Not enough students are proficient in English Language Arts and Math. Identify the Problem Education for the Future

THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses

THE PROBLEM-SOLVING CYCLE Example Hunches/Hypotheses

What questions do you need to answer to know more about the problem and what data do you need to gather? Problem Solving Cycle Education for the Future

THE PROBLEM-SOLVING CYCLE Example Questions/Data Needed

Evidence: Automatically end up at the 4 circles. Automatically end up at the 4 circles. Focus on the process(es) at the root. Focus on the process(es) at the root.Evidence: Automatically end up at the 4 circles. Automatically end up at the 4 circles. Focus on the process(es) at the root. Focus on the process(es) at the root. Problem Solving Cycle Education for the Future Engagement: Makes big problems manageable. Makes big problems manageable. Time savings. Time savings. Key in making the move from personality Key in making the move from personality driven to systemic and systematic. Engagement: Makes big problems manageable. Makes big problems manageable. Time savings. Time savings. Key in making the move from personality Key in making the move from personality driven to systemic and systematic.

Digging Deeper Into Process Measurement Education for the Future

Assessing Processes Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want. Digging Deeper Into School Processes Education for the Future

Measuring School Processes Processes include…  Actions, changes, functions that bring about a desired result  Curriculum, instructional strategies, assessment, programs, interventions …  The way we work. Education for the Future

Measuring School Processes  The missing link in improving K-12 education  The missing link in meeting NCLB requirements Education for the Future

Mapping School Processes Examining Process at Implementation Helps Us —  Assess what is really being implemented  Understand how we are getting our results results  Determine the cause of a problem or challenge Education for the Future

Mapping School Processes  Builds common understandings of a whole process  Communicates process-related information visually  Reveals problems and potential solutions Education for the Future

Measuring School Processes If you are not monitoring and measuring process implementation, the process probably does not exist. Education for the Future

Process Mapping Process maps or flow charts are composed of a relatively standardized set of symbols. Education for the Future

Creating Process Maps Education for the Future Empowering change. Empowering change. Creating a focus on fidelity. Creating a focus on fidelity. Considering best practice and professional Considering best practice and professionallearning. Practically applying previous learning. Practically applying previous learning. Considering the role of assessment and Considering the role of assessment and student learning data. Provides foundation for effective Provides foundation for effective monitoring and measuring. Process allowing reflection on vision Process allowing reflection on vision (values and beliefs).

Using Data to Inform Mission and Vision A Process of Continuous Improvement Using Data to Inform Mission and Vision A Process of Continuous Improvement Education for the Future

Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people do not have their own vision, all they can do is “sign up” for some else’s. The result is compliance, never commitment. Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people do not have their own vision, all they can do is “sign up” for some else’s. The result is compliance, never commitment. Peter Senge Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future

Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Education for the Future

Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Education for the Future

Identify values and beliefs. Identify values and beliefs. Curr, Instr, Assessment, Environment. Curr, Instr, Assessment, Environment. Determine purpose. Determine purpose. Develop mission. Develop mission. Develop shared vision to accomplish mission. Develop shared vision to accomplish mission. Create action plan. Create action plan. Identify values and beliefs. Identify values and beliefs. Curr, Instr, Assessment, Environment. Curr, Instr, Assessment, Environment. Determine purpose. Determine purpose. Develop mission. Develop mission. Develop shared vision to accomplish mission. Develop shared vision to accomplish mission. Create action plan. Create action plan. Where do we want to be? Building A Vision Where do we want to be? Building A Vision Education for the Future

Using Data to Inform Mission and Vision A Process of Continuous Improvement Using Data to Inform Mission and Vision A Process of Continuous Improvement Education for the Future

Using Staff Questionnaire Results To Inform Mission and Vision Using Staff Questionnaire Results To Inform Mission and Vision Response to: I work with people who collaborate effectively. Response to: I work with people who collaborate effectively.

1. What are Big River’s demographic strengths and challenges? StrengthsChallenges 2. What are some implications for the Big River High School improvement plan? 3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School? Study Questions—Demographic Data

Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future  Curriculum: What do we teach?  Instruction: How do we teach?  Assessment: How do we know they got it?  Environment: How do we treat each other/what kind of environment do we create?  Curriculum: What do we teach?  Instruction: How do we teach?  Assessment: How do we know they got it?  Environment: How do we treat each other/what kind of environment do we create?

Vision is Putting Action to Our Values and Beliefs Education for the Future

We must collaborate to provide quality We must collaborate to provide qualityinstruction. instruction. Value/Belief: …Into A Shared Vision. We will collaborate through effective We will collaborate through effective implementation of Professional Learning Communities. We will collaborate through effective We will collaborate through effective implementation of Professional Learning Communities. Vision: Education for the Future

CREATING A VISION AND MISSION Comprehensive Data Analysis Best Practices Learning

Continuous Improvement Cycle Mission Vision

Values and beliefs into action Values and beliefs into action Reflective of your theory of change Reflective of your theory of change Must be informed by data and Must be informed by data and research – the evidence of best practices The collaboration around data to inform vision IS getting the agreements in place for change The collaboration around data to inform vision IS getting the agreements in place for change Values and beliefs into action Values and beliefs into action Reflective of your theory of change Reflective of your theory of change Must be informed by data and Must be informed by data and research – the evidence of best practices The collaboration around data to inform vision IS getting the agreements in place for change The collaboration around data to inform vision IS getting the agreements in place for change Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future

How are we going to get to where we want to be? Education for the Future The Improvement Plan as The Evidence of Engagement

Quality Planning Education for the Future “Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world” Joel A. Barker

Items essential to the success of your plan: Bringing together implications for planning Bringing together implications for planning from demographic, perception, process, student learning data as well as problem solving. Bringing together implications for planning Bringing together implications for planning from demographic, perception, process, student learning data as well as problem solving. How are we going to get there? Education for the Future

Items essential to the success of your plan: Professional development to support the plan. Professional development to support the plan. An effective leadership structure that defines An effective leadership structure that defines roles and responsibilities, meeting times, etc., to carry out the plan. Partnerships to that are aligned to realizing the Partnerships to that are aligned to realizing thevision. Professional development to support the plan. Professional development to support the plan. An effective leadership structure that defines An effective leadership structure that defines roles and responsibilities, meeting times, etc., to carry out the plan. Partnerships to that are aligned to realizing the Partnerships to that are aligned to realizing thevision. How are we going to get there? Education for the Future

Professional Learning Education for the Future  Includes everyone on the staff.  How to implement the vision.  Planned in advance.

LeadershipLeadership Education for the Future  Assists everyone in the organization in implementing the vision.  Structures in alignment with the vision.  Roles and responsibilities.  Effective meetings.

Partnership Development Education for the Future  Start with what we expect students to know and be able to do.  Collaborate with:  Parents  Community  Businesses

Education for the Future Connecting The Dots Between Authentic Data-Driven School Improvement and… Connecting The Dots Between Authentic Data-Driven School Improvement and… Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications.

Continuous Improvement and Evaluation Education for the Future “Continuous improvement causes us to think about upstream process improvement; not downstream damage control.” -Teams & Tools

Continuous Improvement and Evaluation Education for the Future  Align elements to vision.  Systems thinking.  Next steps.  Evaluate all parts of the system.

Measuring School Processes You cannot evaluate a program that you cannot describe. Education for the Future

Making Time for School Improvement

Knowledge/Information (Why?) Knowledge/Information (Why?) CIPlanning Framework/Process CIPlanning Framework/Process Data Data Organizational Structures Organizational Structures Time Time Knowledge/Information (Why?) Knowledge/Information (Why?) CIPlanning Framework/Process CIPlanning Framework/Process Data Data Organizational Structures Organizational Structures Time Time Not just about time… Education for the Future

Knowledge/Information: Why?

Framework/Process

Data

Organizational Structures

Time

1.Identify the change agents. 2.Empower with data to identify need(s). 3.Collaboratively prescribe change. 4.Support through prof learning, leadership, partnerships. 5.Evaluate to make sure it is making the intended difference. 1.Identify the change agents. 2.Empower with data to identify need(s). 3.Collaboratively prescribe change. 4.Support through prof learning, leadership, partnerships. 5.Evaluate to make sure it is making the intended difference. Improvement Process Education for the Future

Connecting The Dots Between Authentic Data-Driven School Improvement and… Connecting The Dots Between Authentic Data-Driven School Improvement and… Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications Consolidated Schoolwide Plan (for Title I) Robust School Improvement Plans for Consolidated Funding Commission Performance and Accountability Reports WASC Self Study report Federal Reporting Requirements Engaging the VersiFit Longitudinal Data System Kamehameha Schools reporting. Grant applications.

Education for the Future Purpose and Intent What is the purpose/intent of the Summer Institute? What is the purpose/intent of the Summer Institute? Who should attend? Who should attend? What do we need to do to prepare? What do we need to do to prepare? Address any other questions… Address any other questions… What is the purpose/intent of the Summer Institute? What is the purpose/intent of the Summer Institute? Who should attend? Who should attend? What do we need to do to prepare? What do we need to do to prepare? Address any other questions… Address any other questions…

Education for the Future Institute Prep Checklist 1.Administer questionnaires? 2.Evaluation of demographic data. 3.Evaluation of student learning data. 4.Put the team together. 5.Additional help needed? Fill out the session evaluation… 1.Administer questionnaires? 2.Evaluation of demographic data. 3.Evaluation of student learning data. 4.Put the team together. 5.Additional help needed? Fill out the session evaluation…

 Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions  Enrollment  Gender  Ethnicity / Race  Attendance (Absences)  Expulsions  Suspensions Education for the Future Student Demographics  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment  Language Proficiency  Indicators of Poverty  Special Needs/Exceptionality  IEP (Yes/No)  Drop-Out/Graduation Rates  Program Enrollment  School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development  School and Teaching Assignment  Qualifications  Years of Service  Gender  Additional Professional Development Staff Demographics

Bradley Geise Education for the Future