1. Perspectives on Delaware’s Capacity to use Educational Data Mike Stetter Director of Curriculum Delaware Department of Education September 10, 2008

2. Reflection Questions for You 1.What were the main obstacles to expanding data use in the state? 2.How did Delaware DOE choose to proceed? 3.What policy levers were used? 4.Likely impact of multiple strategies over time?

3. The Paradigm Shift in Educational Data Usage “P.A.” and “D.D.A.” Pre-Accountability Era School System Data uses- Sort/Track Students Manage School Finances Document need for more $$$ Justify Management or Contractual Decisions (e.g. hiring, layoffs, school closings) Reinforce “protected space” between system and stakeholders DEEP DIVE Accountability Era School System NEW Data uses- Customization of instruction Proof of Program Impacts School Accountability for Results to USDOE & SEA Teacher Quality Access & Adequacy of instruction for at-risk groups

4. Delaware Discoveries Infrequent, decontextualized use of data Minimal local data expertise Subjective decisions in absence of data analysis ( Margaret Heritage comment on Teachers and analysis of data ) No compelling reason to consider data (missing policy lever) A parallel- How confident are you in your ability to manage retirement fund decisions?

5. Understanding the Dilemma, Pt. 1 How can data analysis and decision- making overcome limited local expertise? Why should we look at data about how the system is working? What Data is relevant?

6. Have you experienced similar situations in your state? Too much data, not enough context or training to massage and apply it effectively to help in classrooms For many local educators, it is an issue of weak sense- making skills in a new paradigm

7. Understanding the Dilemma, Pt. 2 District Strategic Plan District Office Decision Cycle School Level Realities

8. Building capacity the right way depends on involving your critical friends in SEA, Districts, higher education, project thought partners, foundations, and, most importantly, school and business leaders.

9. Delaware Capacity-Building Strategies for Data Literacy Establish requirement for data based School Improvement plans linking to Funds Construct DOE Comprehensive Data Warehouse of student and school data Data Sets SEC Data School Climate Student Achievement Student Wellness Construct Online School Success Plan Application Train DOE staff and district staff on Data Analysis with Student data Align State, District, and School Reporting via Balanced Scorecard WHY? WHAT ? HOW?

10. More on Capacity Building Work with early adopter districts (PDA’s, data retreats) Work with schools U.S.I. to strengthen self-assessment skills and monitoring of The Main Thing (Hint: It’s Instruction) Modeling strategic planning with common core data Develop a shared culture of understanding and monitoring student performance in SEA and LEA’s

11. More on Capacity Building Organize partnerships to accelerate capacity-building for data use –Higher Education Research Center (e.g.,Correlates of Achievement) –Regional Comprehensive Center –External Contractors (e.g.,Learning Point Associates) –Title I School Improvement Facilitators

12. Delaware Capacity Building Status 1998-2005- Early versions of online state assessment database with data inquiry features August 2006- DOE Data Warehouse launch 2006-08- Delaware Surveys of Enacted Curriculum Studies in ELA/Reading, Mathematics, Social Studies, Science August 2007-Delaware Recommended Curriculum website launch Fall 2007- Delaware Balanced Scorecard with Common Measures launch August 2008-Online School Success Plan tool launch Fall 2009 (projected)- Online verification of Special Education programming and IEP’s for all districts

13. Next Steps In-state Turnaround Leader Program Surveys of Enacted Curriculum use with schools USI Classroom Instructional Micro-analysis training for principals Formative assessment and CAT (Computer-adaptive testing) with immediate teacher access

14. Reflection Questions for You 1.What were the main obstacles to expanding data use in the state? 2.How did Delaware DOE choose to proceed? 3.What policy levers were used? 4.Likely impact of multiple strategies over time?