Meeting Student Needs by Developing a Culture of Data-Driven Decisions

Transcription

1 Meeting Student Needs by Developing a Culture of Data-Driven Decisions Bethann Canada Director of Educational Information Management Virginia Department of Education

2 An Innovative System: Accountability to Strategic Decision Support in every classroom Declining Use: By fall of most active divisions ran an average of 10.4 reports - 13 (~10%) ran a minimum of half of the available reports - 1 division regularly accessed all reports The Search for a Solution - What caused the decline? - What are the barriers to data use? - How can we better meet divisions needs? - How can we move from a static one-way collector of data with a focus on accountability to a support and service model? 0% 22% 11% 29.6% 22%

3 VDOE Data Needs Assessment Project to conduct a statewide needs assessment around data use and the needs of Virginia s school divisions and the Department of Education. Why? To develop a new strategy to create a new culture of data-driven decision making!

4 The goal of the next generation implementation is to enhance the Instructional Improvement Cycle at the local level. Assessment Data Analysis Evaluations Professional Development / Learning Community Tiered Interventions

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6 Parents >400 Participants in Stakeholder Feedback Sessions Representing 128 Virginia School Divisions: insights Steering Group Representing Stakeholder Groups SAT Division Superintendents Directors of Testing Guidance Counselors SOLs Research & Evaluation strategies Principals Technology Professionals Teachers CTE intervention data planning reports Special Ed Research other states' data system models Best practices and recommendations through lessons learned Chief Information Officers and other officials from: 13 Other States 4 School Divisions 2 State Data Centers

7 Data Needs: Tools, Features and Support Data should be interpreted for users and linked to predictive analysis tools and customized resources. Users want advanced, customizable, quick reporting and filtering capabilities and the ability to manipulate the data. Employ a strategy to roll out the professional development program that ensures participation and buy-in. Training should be customized and focused on each stakeholder s need for data. The optimal professional development program will include a variety of options including workshops and online/e-learning options. Ensure data is provided in a timely manner and in a standard format; assist divisions in building usable reports that can assist in decision making. Coordinator, Information Services It is a critical role to provide a data system that allows consistency. Training is also needed as a well as a system that provides data which can be used in a timely manner to impact instruction and teacher evaluation. - Assistant Superintendent for Curriculum and Instruction Make sure that the data is comprehensive, longitudinal and real time and constantly benchmarked with the adopted State and Federal standards. Asst. Superintendent for Information Services

8 A Surprising 81% Said Yes! Provide a user-friendly and comprehensive system that not only reports data, but allows for local assessment of learning. - Supervisor of Administration and Business Operations Funding and/or a single system that can be scalable to different types of divisions. - Executive Director of Student Achievement and Accountability In the development of a new solution to support the data needs of Virginia s school divisions, would you adopt a statewide instructional improvement system, if offered? 19% Yes 81% No Source: VA Superintendents Responses to CIT DNA Survey Make data from state tests available in a format that lends itself to manipulation at the division/school level. Director, Research and Evaluation

9 An educational institution s operations include a number of facets, from managing facilities, transportation, and scheduling to taking attendance. Special Education Student Data (Demographic, Participation, etc) Portals State Reporting Grading, Report Cards, Transcript s Attendance LMS Building & Facilities Mgt Food Services Educational Information or Management System Functionalities Certificatio n & Training Testing & Assessme nt Financial Services HR Library Mgt Health & Safety Scheduling Enrollment & Registration Discipline What is the landscape in the marketplace? What features and functions are available? Which are most important to VA stakeholders?

10 INSTRUCTIONAL IMPROVEMENT ARCHITECTURE (IIA) Technology & Integration Professional Development & Division Support

11 CENTRALIZED SYSTEM: REAL-TIME HISTORICAL DATA Stakeholders requested a centralized data system that integrates state-level, division-level assessment data, and classroom data Users need access to a full range of real-time, relevant and reliable data including historical, growth, and predictive analysis features in order to make decisions and meaningful modifications in instruction Implement a state-level centralized data platform Replaces the capabilities of EIMS Serves as the hub for a statewide Instructional Improvement Architecture by linking to division-level Student Information Systems(SIS).

12 In the Interim: SIF: VDOE will continue to support divisions in generating unique student identifiers (SIF) EIMS Data: All data currently residing in the Educational Information Management System will be available to divisions through the web-based Single Sign on for Web Services (SSWS) SOL scores ACT, PSAT and SAT scores CTE Special Ed PALS data ELL data

13 SINGLE SITE FOR THE PROMOTION OF DATA AND PROFESSIONAL DEVELOPMENT Stakeholders repeatedly emphasized the need for professional development and training. In addition to understanding what is available in the new system and how to navigate it; however, stakeholders felt that more of Virginia s K-12 staff would use data if they understood why data is important; they saw real examples of successful data use using actual student data; they could understand what analysis results meant; and they knew what next steps could be taken once analyses were complete. Establish an Education Data Professional Development Center Administers a PD program that provides a meaningful sequence of training geared to many stages of data acumen Provides Division Support

14 Further stakeholder engagement Development of a Request for Proposal (RFP) that reflects stakeholder feedback Data center architecture Action plan Outreach and communications plan

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