Education for the Future Bradley J. Geise Using Data to Improve Student Learning Arizona Professional Development.

Education for the Future http://eff.csuchico.edu Bradley J. Geise bgeise@csuchico.edu Using Data to Improve Student Learning Arizona Professional Development Leadership Academy

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. 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.

Education for the Future OutcomesOutcomes Why and what data are important for continuous improvement. How to use data for continuous improvement. How to involve all staff in using data. How to solve a “problem” using data. How to create a shared mission and vision. How to create a quality plan from data. Resources available for taking the work home. Why and what data are important for continuous improvement. How to use data for continuous improvement. How to involve all staff in using data. How to solve a “problem” using data. How to create a shared mission and vision. How to create a quality plan from data. Resources available for taking the work home.

Education for the Future AgendaAgenda WHY data analysis/continuous school improvement? WHY data analysis/continuous school improvement? WHAT data should we engage as part of school improvement? WHAT data should we engage as part of school improvement? HOW do we take the work back and implement with our staff? HOW do we take the work back and implement with our staff? Tools and resources available. Tools and resources available. WHY data analysis/continuous school improvement? WHY data analysis/continuous school improvement? WHAT data should we engage as part of school improvement? WHAT data should we engage as part of school improvement? HOW do we take the work back and implement with our staff? HOW do we take the work back and implement with our staff? Tools and resources available. Tools and resources available.

Why Data Analysis? Why Continuous School Improvement? Why Data Analysis? Why Continuous School Improvement? Education for the Future Building Buy In and Perspective

Gather according to the year you started your career in education. What was going on in the name of school improvement when you first started? Gather according to the year you started your career in education. What was going on in the name of school improvement when you first started? Why Data Analysis? Mapping Your History of School Improvement. Why Data Analysis? Mapping Your History of School Improvement. Education for the Future

In your experience: How was an initiative determined to be effective? How were new initiatives deemed necessary? In your experience: How was an initiative determined to be effective? How were new initiatives deemed necessary? Why Data Analysis? Mapping Your History of School Improvement. Why Data Analysis? Mapping Your History of School Improvement. Education for the Future

Continuous Improvement Cycle Mission Vision

Education for the Future A Process of Evidence and Engagement 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 change through the use of data to move from personality driven to systemic and systematic. Bringing staff together to inform change through the use of data to move from personality driven to systemic and systematic.Engagement:

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 student demographic data elements change when leadership changes? Education for the Future DemographicsDemographics

 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

What do you suppose students say is the #1 “thing” that has to be in place in order for them to learn? 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

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

Input Data elements that describe what learning organizations start with. The “givens” are usually beyond our immediate control. Process Elements that describe the actions learning organizations plan for and implement to get the outcomes they are striving to achieve, given the input. Outcome The data elements that describe the results of a learning organization’s 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? Purposes and Uses of Data Profile Case Study Where are we now? Purposes and Uses of Data Profile Case Study Data Profile as the physical manifestation of the 4 circles. Data Profile as the physical manifestation of the 4 circles. A case study = someone else’s data profile. A case study = someone else’s data profile. Easier to look at someone else’s data the first time. Easier to look at someone else’s data the first time. The profile tells the story of what we are doing well versus The profile tells the story of what we are doing well versus what we could be doing better. Benefit of seeing a full data sample of data through to planning. Benefit of seeing a full data sample of data through to planning. Beginning with the end in mind. Beginning with the end in mind. Data Profile as the physical manifestation of the 4 circles. Data Profile as the physical manifestation of the 4 circles. A case study = someone else’s data profile. A case study = someone else’s data profile. Easier to look at someone else’s data the first time. Easier to look at someone else’s data the first time. The profile tells the story of what we are doing well versus The profile tells the story of what we are doing well versus what we could be doing better. Benefit of seeing a full data sample of data through to planning. Benefit of seeing a full data sample of data through to planning. Beginning with the end in mind. Beginning with the end in mind. Education for the Future

Case Study Review Pages 1-22 DemographicsDemographics Review the data independently - think about the data Review the data independently - think about the data in relation to the study questions at the end of the section (strengths, challenges, implications, additional data). Compare notes within your group, and document your Compare notes within your group, and document your findings (strengths, challenges, implications, additional data) on poster paper in preparation for presentation. Review the data independently - think about the data Review the data independently - think about the data in relation to the study questions at the end of the section (strengths, challenges, implications, additional data). Compare notes within your group, and document your Compare notes within your group, and document your findings (strengths, challenges, implications, additional data) on poster paper in preparation for presentation. Education for the Future

Case Study Review Pages 31-45 PerceptionsPerceptions Review the questionnaire results. Focus on the items in relation Review the questionnaire results. Focus on the items in relation to each other. What are they are doing well (strengths), and what they could be doing better (challenges)? Compare the open-ended responses to the graphed results. Compare the open-ended responses to the graphed results. Note the differences between disaggregations, by year graphs. Note the differences between disaggregations, by year graphs. Do you see anything of note when comparing staff, student, and Do you see anything of note when comparing staff, student, and parent results together? Document your findings using the study sheet at the end of the case study section and discuss your findings within your group. Review the questionnaire results. Focus on the items in relation Review the questionnaire results. Focus on the items in relation to each other. What are they are doing well (strengths), and what they could be doing better (challenges)? Compare the open-ended responses to the graphed results. Compare the open-ended responses to the graphed results. Note the differences between disaggregations, by year graphs. Note the differences between disaggregations, by year graphs. Do you see anything of note when comparing staff, student, and Do you see anything of note when comparing staff, student, and parent results together? Document your findings using the study sheet at the end of the case study section and discuss your findings within your group. Education for the Future

Administration Scenarios Staff, then students, then parents Staff, then students, then parents Multiple languages Multiple languages Online vs. paper for parents Online vs. paper for parents Time of year Time of year Assembling team members according to the roles and responsibilities for each step in the process Assembling team members according to the roles and responsibilities for each step in the process Staff, then students, then parents Staff, then students, then parents Multiple languages Multiple languages Online vs. paper for parents Online vs. paper for parents Time of year Time of year Assembling team members according to the roles and responsibilities for each step in the process Assembling team members according to the roles and responsibilities for each step in the process Education for the Future

Administration Scenarios

Questionnaire Data Collection 100% participation defined 100% participation defined Pros and Cons: Collecting data using online technology or scannable forms Pros and Cons: Collecting data using online technology or scannable forms Planning a logical process for data collection Planning a logical process for data collection 100% participation defined 100% participation defined Pros and Cons: Collecting data using online technology or scannable forms Pros and Cons: Collecting data using online technology or scannable forms Planning a logical process for data collection Planning a logical process for data collection Education for the Future

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

Measuring Processes With The CICs Where are we now? 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. Where are we now? 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

Continuous Improvement Continuums Assessing Process Across the School/ District System Education for the Future

Continuous Improvement Continuums Continuums Systems level process measurement tool. Systems level process measurement tool. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Systems level process measurement tool. Systems level process measurement tool. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Education for the Future

Continuous Improvement Continuums Assessing Process Across the School/ District System A consensus assessment of the system by all staff. Next steps… A consensus assessment of the system by all staff. Next steps… Important benchmark to see strengths vs. challenges to Important benchmark to see strengths vs. challenges to implement change, links between continuums. A consensus assessment of the system by all staff. Next steps… A consensus assessment of the system by all staff. Next steps… Important benchmark to see strengths vs. challenges to Important benchmark to see strengths vs. challenges to implement change, links between continuums. The 7 continuums describe the school/district system. The 7 continuums describe the school/district system. Information and Analysis Information and Analysis Student Achievement Student Achievement Quality Planning Quality Planning Professional Development Professional Development Leadership Leadership Partnership Development Partnership Development Cont. Improvement and Evaluation Cont. Improvement and Evaluation Information and Analysis Information and Analysis Student Achievement Student Achievement Quality Planning Quality Planning Professional Development Professional Development Leadership Leadership Partnership Development Partnership Development Cont. Improvement and Evaluation Cont. Improvement and Evaluation Education for the Future

Continuous Improvement Continuums Coming to Consensus Individually, think about where you would place your Individually, think about where you would place your school or district within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Individually, think about where you would place your Individually, think about where you would place your school or district within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Education for the Future

Review the continuums and results while noting the next Review the continuums and results while noting the nextsteps. Will the next steps get them moving forward on the Will the next steps get them moving forward on thecontinuums? With what you learned in reviewing their demographic and With what you learned in reviewing their demographic and perception data, do you think their ratings are realistic? Review your findings with your group. Review your findings with your group. Review the continuums and results while noting the next Review the continuums and results while noting the nextsteps. Will the next steps get them moving forward on the Will the next steps get them moving forward on thecontinuums? With what you learned in reviewing their demographic and With what you learned in reviewing their demographic and perception data, do you think their ratings are realistic? Review your findings with your group. Review your findings with your group. Pages 23-30 Case Study Review ProcessesProcesses Education for the Future

AgendaAgenda WHY data analysis/continuous school improvement? WHY data analysis/continuous school improvement? WHAT data and process should we engage as part of school improvement? WHAT data and process should we engage as part of school improvement? HOW do we take the work back and implement with our staff? HOW do we take the work back and implement with our staff? Tools and resources available. Tools and resources available. WHY data analysis/continuous school improvement? WHY data analysis/continuous school improvement? WHAT data and process should we engage as part of school improvement? WHAT data and process should we engage as part of school improvement? HOW do we take the work back and implement with our staff? HOW do we take the work back and implement with our staff? Tools and resources available. Tools and resources available.

Education for the Future A Process of Evidence and Engagement 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 change through the use of data to move from personality driven to systemic and systematic. Bringing staff together to inform change through the use of data to move from personality driven to systemic and systematic.Engagement:

Continuous Improvement Continuums Coming to Consensus Individually, think about where you would place your Individually, think about where you would place your school or district within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Individually, think about where you would place your Individually, think about where you would place your school or district within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Education for the Future

Case Study Review Pages 46-50 Student Learning With what you have learned about the school by reviewing With what you have learned about the school by reviewing their demographic, process, and questionnaire data, what are your predictions for their student learning results? Are your predictions correct? Discuss your findings with your group. Discuss your findings with your group. With what you have learned about the school by reviewing With what you have learned about the school by reviewing their demographic, process, and questionnaire data, what are your predictions for their student learning results? Are your predictions correct? Discuss your findings with your group. Discuss your findings with your group. Education for the Future

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

Tools and Resources Education for the Future What it looks like in the SchoolPortfolio application. What it looks like in the SchoolPortfolio application.

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

EvidenceEvidence Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future

Truly shared vision - understood the same way by all? Truly shared vision - understood the same way by all? Everyone going in the same direction. Everyone going in the same direction. The key - starting with core values and beliefs. The key - starting with core values and beliefs. Truly shared vision - understood the same way by all? Truly shared vision - understood the same way by all? Everyone going in the same direction. Everyone going in the same direction. The key - starting with core values and beliefs. The key - starting with core values and beliefs. Must have a vision (destination) before creating a plan. Must have a vision (destination) before creating a plan. Where do we want to be? Building A Vision Where do we want to be? Building A Vision 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

CREATING A VISION AND MISSION Comprehensive Data Analysis Best Practices Learning

Turning Values and Beliefs… Curriculum Curriculum Instruction Instruction Assessment Assessment Environment Environment Curriculum Curriculum Instruction Instruction Assessment Assessment Environment Environment Relative to: Education for the Future

Turning Values and Beliefs…

…Into A Shared Vision.

Use state and national standards to reach Use state and national standards to reach common outcomes. Use state and national standards to reach Use state and national standards to reach common outcomes. Value/Belief: …Into A Shared Vision. State and national standards and bench- State and national standards and bench- marks will be used to reach common outcomes (standards based). State and national standards and bench- State and national standards and bench- marks will be used to reach common outcomes (standards based). Vision: Education for the Future

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 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 Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future

Staff questionnaire results. Staff questionnaire results. Student Achievement CIC. Student Achievement CIC. Other data… Other data… Staff questionnaire results. Staff questionnaire results. Student Achievement CIC. Student Achievement CIC. Other data… Other data… Where do we want to be? Building A Shared Vision Where do we want to be? Building A Shared Vision Shared vision? Facilitation guides for creating a vision. Facilitation guides for creating a vision. Templates. Examples. Templates. Examples. Calibrating. Calibrating. Facilitation guides for creating a vision. Facilitation guides for creating a vision. Templates. Examples. Templates. Examples. Calibrating. Calibrating. Tools and Resources Education for the Future

EngagementEngagement Where do we want to be? Vision = Destination Where do we want to be? Vision = Destination Education for the Future

The Role of Mission and Vision Current Climate Considerations The Role of Mission and Vision Current Climate Considerations As long as we are doing better than yesterday, we are doing ok… As long as we are doing better than yesterday, we are doing ok… Out of chaos comes great opportunity. Create a vision that will really make a difference for kids and make it happen. Out of chaos comes great opportunity. Create a vision that will really make a difference for kids and make it happen. As long as we are doing better than yesterday, we are doing ok… As long as we are doing better than yesterday, we are doing ok… Out of chaos comes great opportunity. Create a vision that will really make a difference for kids and make it happen. Out of chaos comes great opportunity. Create a vision that will really make a difference for kids and make it happen. Education for the Future

Review Little River’s vs. Marylin Avenue’s Review Little River’s vs. Marylin Avenue’s values and beliefs, mission, and vision. Compare and contrast. Why do you see a Compare and contrast. Why do you see adifference? Discuss with your team – think about your Discuss with your team – think about your own values and beliefs rel. to curr, instr, assessment, environ. Review Little River’s vs. Marylin Avenue’s Review Little River’s vs. Marylin Avenue’s values and beliefs, mission, and vision. Compare and contrast. Why do you see a Compare and contrast. Why do you see adifference? Discuss with your team – think about your Discuss with your team – think about your own values and beliefs rel. to curr, instr, assessment, environ. Where do we want to be? Building A Shared Vision Where do we want to be? Building A Shared Vision Education for the Future

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

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.

Identify a problem that you would like to Identify a problem that you would like to solve using data. 20 hunches and hypotheses. 20 hunches and hypotheses. Questions and data needed. Questions and data needed. Prepare on poster paper. Prepare on poster paper. Identify a problem that you would like to Identify a problem that you would like to solve using data. 20 hunches and hypotheses. 20 hunches and hypotheses. Questions and data needed. Questions and data needed. Prepare on poster paper. Prepare on poster paper. Problem Solving Cycle Education for the Future

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

Continuous Improvement Continuums Assessing Process Across the School/ District System 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

MEASURING PROCESSES TABLE PAGE 3

Creating Process Maps  Create a map of a process as it exists.  Consider the strengths and weaknesses of the process.  Map the process as you would like it to exist. Instructions:Instructions:  Think about what needs to happen in order to realize change.  Think about monitoring and measuring. 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).

How are we going to get to where we want to be? Education for the Future The School 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 “It’s easy to get the players. Getting‘em to play together, that’s the hard part.” - Casey Stengel

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

LeadershipLeadership Education for the Future “An essential factor in leadership is the capacity to influence and organize meaning for the members of the organization.” Tom Peters

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 “The key to effective partnerships— Both parties must contribute and both parties must benefit.” -Jere Jacobs

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

Moving Towards A Plan Little River’s School Improvement Plan Pages 9-17 Little River’s School Improvement Plan Pages 9-17 Review leadership and professional development. Review the plan. Will it help them continuously improve? Review the plan. Will it help them continuously improve? Are there additional items that you would have included? Are there additional items that you would have included? Review the plan. Will it help them continuously improve? Review the plan. Will it help them continuously improve? Are there additional items that you would have included? Are there additional items that you would have included? Leadership Structure: roles and responsibilities, time. Leadership Structure: roles and responsibilities, time. Professional Development Calendar: documents the support. Professional Development Calendar: documents the support. Leadership Structure: roles and responsibilities, time. Leadership Structure: roles and responsibilities, time. Professional Development Calendar: documents the support. Professional Development Calendar: documents the support. *Note: Leadership and Prof Dev part of the plan, just pulled out to help facilitate implementation. *Note: Leadership and Prof Dev part of the plan, just pulled out to help facilitate implementation. Education for the Future

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

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Education for the Future

WHY data analysis - continuous school improvement? WHY data analysis - continuous school improvement? Setting a Solid Foundation For Improvement Setting a Solid Foundation For Improvement Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Moving from personality driven to systemic and systematic. With the data profile…With the data profile… With mission and vision…With mission and vision… With problem solving…With problem solving… Etc…Etc… With the data profile…With the data profile… With mission and vision…With mission and vision… With problem solving…With problem solving… Etc…Etc… Education for the Future

What Data is Available for Continuous Improvement? What Data is Available for Continuous Improvement? Education for the Future Technology does not drive data use. Staff engagement drives data use as well as associated technology. Technology does not drive data use. Staff engagement drives data use as well as associated technology.

Staff engagement drives effective use of data and technology. Data ProfilesData Profiles Mission and VisionMission and Vision Problem SolvingProblem Solving PlanningPlanning Continuous Improvement and Eval.Continuous Improvement and Eval. Staff engagement drives effective use of data and technology. Data ProfilesData Profiles Mission and VisionMission and Vision Problem SolvingProblem Solving PlanningPlanning Continuous Improvement and Eval.Continuous Improvement and Eval. Continuous Improvement Planning Drives Informed Use Continuous Improvement Planning Drives Informed Use Education for the Future

Maintaining and Sustaining Improvement Over Time Key Considerations Maintaining and Sustaining Improvement Over Time Key Considerations Multiple measures. Multiple measures. Focus on processes that provide results. Focus on processes that provide results. Engage vision. Engage vision. Engage the process. Formally implement tools. Engage the process. Formally implement tools. Multiple measures. Multiple measures. Focus on processes that provide results. Focus on processes that provide results. Engage vision. Engage vision. Engage the process. Formally implement tools. Engage the process. Formally implement tools. Be clear on your non-negotiables? Education for the Future

Maintaining and Sustaining Improvement Over Time Key Considerations Maintaining and Sustaining Improvement Over Time Key Considerations Engage staff with the data profile to generate strengths, challenges, implications, questions. Engage staff with the data profile to generate strengths, challenges, implications, questions. Bring together planning implications from all areas. Bring together planning implications from all areas. Identify commonalities relative to instruction, curriculum… Identify commonalities relative to instruction, curriculum… Engage staff with the data profile to generate strengths, challenges, implications, questions. Engage staff with the data profile to generate strengths, challenges, implications, questions. Bring together planning implications from all areas. Bring together planning implications from all areas. Identify commonalities relative to instruction, curriculum… Identify commonalities relative to instruction, curriculum… Pay attention to the crossroads in the process. Education for the Future

Maintaining and Sustaining Improvement Over Time Key Considerations Maintaining and Sustaining Improvement Over Time Key Considerations Engage staff with the CICs to assess processes at the systems level/the CIP process. Engage staff with the CICs to assess processes at the systems level/the CIP process. Generate next steps! Generate next steps! Develop planning implications and synthesize with those from other areas of data. Develop planning implications and synthesize with those from other areas of data. Engage staff with the CICs to assess processes at the systems level/the CIP process. Engage staff with the CICs to assess processes at the systems level/the CIP process. Generate next steps! Generate next steps! Develop planning implications and synthesize with those from other areas of data. Develop planning implications and synthesize with those from other areas of data. Pay attention to the crossroads in the process. Education for the Future

Maintaining and Sustaining Improvement Over Time Key Considerations Maintaining and Sustaining Improvement Over Time Key Considerations Engage staff with problem solving. Engage staff with problem solving. Identify questions and data needed. Identify questions and data needed. Isolate process(es). Map process(es). Isolate process(es). Map process(es). Determine how you will monitor and measure! Determine how you will monitor and measure! Synthesize implications. Synthesize implications. Engage staff with problem solving. Engage staff with problem solving. Identify questions and data needed. Identify questions and data needed. Isolate process(es). Map process(es). Isolate process(es). Map process(es). Determine how you will monitor and measure! Determine how you will monitor and measure! Synthesize implications. Synthesize implications. Pay attention to the crossroads in the process. Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Relationship to building a data culture? It is all about staff engagement… Relationship to building a data culture? It is all about staff engagement… Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time This work is a process that needs to be supported, monitored, and measured. This work is a process that needs to be supported, monitored, and measured. Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Implementation scenarios. Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Have vs. need? Education for the Future

Maintaining and Sustaining Improvement Over Time Maintaining and Sustaining Improvement Over Time Data, Data Everywhere documents implementation within a year. Data, Data Everywhere documents implementation within a year. Education for the Future

Bradley Geise bgeise@csuchico.edu bgeise@csuchico.edu Education for the Future

Education for the Future Bradley J. Geise Using Data to Improve Student Learning Arizona Professional Development.

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