Looking Through Many Lenses

1. Looking Through Many Lenses Kathleen M. Hill Curriculum Coordinator Inter-Lakes School District

3. Data: The JourneyFirst Steps • Systematic and Systemic? • Student focused? • Multiple sources? • Varied focus?

4. Data: A Metaphor

5. Data: The JourneyAh Ha • March 2006 ASCD

7. Data: The JourneyAh Ha • Summer 2006 EFF • Summer 2007

8. Importance of Data • Replace hunches with facts • Close the gap between the vision and where we are • Identify root causes to fix a problem not a symptom • Analyze school processes

9. Importance of Data • Assess needs to target issues and eliminate ineffective practices • Efficient use of resources • Meeting goals? Implementing vision?

10. Importance of Data • Community support • Continuous improvement • Predict and prevent failure • Predict and ensure success

11. Data: Barriers • Lack of training to use data • Whose job is it anyway? • Focused on subject matter and not students • Professional development

12. Data: Barriers • Collecting data takes away from teaching • Negative experiences with data • Overwhelming • The teachers don’t believe it

13. Data: Barriers

14. Constant Data Collection and Feedback

15. A system is not the sum of its parts, but rather, the product of the interaction of the parts

17. What Data are Important? Demographics • Enrollment • Attendance • Ethnicity • Gender • Observe trends • Use for prediction and planning

18. What Data are Important? Perceptions • Questionnaires • Interviews • Forums • Observations • Understand what constituents think about the learning environment • People act on their perceptions

19. What Data are Important? Student Learning • Standardized test Results • GPA • Classroom Assessments • Outcomes • Looking at different student learning results is often what schools think of as looking at multiple measures

20. What Data are Important? School Processes • How do we teach reading? • How are students referred for extra help? • How do we teach math? • Reflect on process • Need to know and understand processes in order to change results • May be the hardest data to collect

21. Multiple Measures One measure gives valuable information but just a snapshot. The information at the intersections helps to define the questions we need to ask in order to plan and predict for student success.

22. Multiple Measures When multiple measures intersect:

23. Multiple Measures Demographics

24. Multiple Measures Perceptions

25. Multiple Measures Student Learning

26. Multiple Measures Student Learning

27. Multiple Measures School Processes Top-Down Flowchart Template

28. Data Intersections

29. Data Intersections

30. Data Intersections

31. Now what? • Problem Solving Cycle • District/School Portfolios • Continuous Improvement Continuums

32. Problem Solving Cycle • Identify the problem • Describe hunches and hypotheses • Identify questions and data • Analyze multiple measures • Analyze political realities and root causes • Develop action plan • Implement action plan • Evaluate implementation • Improve process

33. District/School Portfolio

34. District/School Portfolio

35. District/School Portfolio

36. Education for the Future Initiative Continuous Improvement ContinuumsINFORMATION AND ANALYSIS

37. Where We Are • Refining District Portfolio • Developing School Portfolios • Using the Problem Solving Cycle • CICs