The Oregon DATA Project Instructional Strands

1. The Oregon DATA ProjectInstructional Strands “Direct Access to Achievement” Mickey Garrison, Education Enterprise Steering Committee

2. INITIATIVES: • The Teaching Learning Connection • KIDS and Regional Data Warehouses • Longitudinal Growth Project • The Oregon DATA Project Common goal: IMPROVING STUDENT ACHIEVEMENT

3. COLLABORATION: The Teaching Learning Connection Establishes school-based processes and infrastructure to use data The KIDS Project Develops a data structure to streamline data acquisition and reporting • The Growth Project • Builds capacity to use and apply longitudinal data • Supporting Progress Toward the Oregon Diploma The Oregon DATA Project Builds capacity to apply the correct strategies, and to use the correct data at the correct time

4. Field research stage Input from around the state: • 15 meetings at 8 locations • 200 participants • Principals, teachers, superintendents, classified, IT staff and others!

5. Guiding question: Answers from the field: • Statewide approach to training • ESDs to deliver regional training • Central repository for student data • Common technical data policies and tools • State policies and leadership –– What do we need to improve the use of data to advance student achievement in Oregon? ––

7. Technical Strands • Strand 1: • Data, Data,Data––Who’s Got Your Data? • Strand 2: • Creating a Data Culture: One of Quality • (Work of National Forum on Education Statistics) • Strand 3: • Data Quality Certification

8. Instructional Strands

9. STRAND 1 • Creating a Data Culture: One of Inquiry For district teams: superintendents, directors, principals, lead & master teachers Guiding questions: • What are the essential data needed to ensure continuous improvement? • What are the sources of these data? • What are the best ways to organize data to help realize ambitious goals? • How do you represent data in a meaningful way to others? • How can longitudinal data be used to investigate student and systemic changes over time? Schedule training now through ESDs

10. STRAND 1 • Creating a Data Culture: One of Inquiry District teams will learn: • Where to find data • How to organize data • How to analyze data • How to use data for CIPs and SIPs • Understand how to determine district growth! District teams will get: • Feedback on how they are using data now ESDsconduct training

11. For district teams: directors, principals, lead & master teachers Guiding questions: • How is your school or district doing as a learning institution? • What evidence do you have that all students are learning? • Do you know why you are getting the results you currently have? • In what ways do administrators and teachers decide what data to collect and how to use data to make decisions? • How can growth data be used to design meaningful CIP and SIP plans? • STRAND 2 • Using Data to Improve Learning in Districts & Schools October 2008: 14–15 Hillsboro 16–17 Portland 21–22 Baker City 23–24 Pendleton 27–28 Bend 29–30 Salem November 2008: 3–4 Medford 5–6 Eugene December 2008: 9-10 Roseburg

12. District teams will: • Look at use and misuse of data • Examine trends at district/building level • Learn program evaluation techniques • Learn how to evaluate linkage between SIP and CIP • Understand how to determine school growth! • STRAND 2 • Using Data to Improve Learning in Districts & Schools Sessions held at hosting ESDs through December; content is based on DDDM platform

13. For principals and teachers Guiding questions: • What are the characteristics of quality interim and formative assessment? • How do you select assessments that align with your curriculum/ instructional goals? • What are the appropriate uses of summative and formative assessment? Common misuses? • What comparisons are appropriate between classroom assessments and standardized test data? Inappropriate? • How can data be used suitably to predict student performance? • STRAND 3 • Using Data to Improve Learning • in the Classroom February 2009: 9–10 Baker City 11–12 Pendleton 23–24 Bend 25–26 Salem March 2009: 9–10 Medford 11–12 Eugene April 2009: 6–7 Hillsboro 8–9 Portland

14. Participants will get: • In-depth training on formative & summative data from a classroom & student perspective • Practical instruction on how to organize, analyze and tie data back to improved instruction • Tools for progress monitoring of student learning-clearly understand how to determine student growth ! • STRAND 3 • Using Data to Improve Learning • in the Classroom Sessions held at hosting ESDs, beginning in 2009.

15. Evaluation Technical • Creation of standards for data processes • Improved training • Improved data quality Instructional Change in use of strategies & processes Improved CIP & SIP Improved Student learning

16. EVALUATION Pre-Assessment Form Session Evaluation Form Periodic Follow-ups Participant Survey Assessment forms are on www.oregondataproject.org

17. EVALUATION • Pre-Assessment Form • Session Evaluation Form • Periodic Follow-ups • Participant Survey • Assessment forms are on • www.oregondataproject.org