Ellen B. Mandinach WestEd February, 11, 2013 Innovative Data Use: Examples from REL West and Beyond.
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Transcript of Ellen B. Mandinach WestEd February, 11, 2013 Innovative Data Use: Examples from REL West and Beyond.
Ellen B. Mandinach
WestEd
February, 11, 2013
Innovative Data Use:Examples from REL West and
Beyond
“Education data have to be useful, useable, and used.”
(Schneider, 2013)
A Recent Quote
» The Virginia Department of Education
» The Arkansas Department of Education
» The Hawaii Department of Education
» The Maryland Department of Education
» The Oregon Department of Education
Examples of SEA Innovations
» Data-minded chief state school officer.
» Had one of the few research directors at an SEA who could bridge the needs of the program staff, SLDS, research, administration, and REL.
» Has an established SLDS with excellent direction that captures the vision of the SEA and has outreach to the LEAs.
» Includes in licensure requirements, the need to demonstrate competency in data use.
Virginia Department of Education
» “If Walmart can do it, why can’t we?” quote by former
commissioner
» Committed SLDS director trained in data systems and data use.
» Recently established research arm for the SLDS.
» Created understandable and useable graphical displays.
» Training across the state on formative assessment, with an SLDS component to incorporate those data.
Arkansas Department of Education
» Wrote into their SLDS proposal substantial educator training in data use.
» Creating an Longitudinal Data System training site for current educators, future educators, policymakers, educational staff, and other stakeholders.
» Opening up the LDS training site to educator preparation programs.
» Consulting with the Oregon Data Project and other professional development providers.
Hawaii Department of Education
» Goal – “how to make data part of the culture.”
» Wrote into their SLDS proposal a large training component.
» Creation of a Learning Management System, dashboard, webinars, seminars, workshops, self-serve portal with diverse resources.
» Hiring professionals to conduct the training.
» Train the trainer model. Train data coaches.
» Training for legislators, superintendents, and principals.
Maryland Department of Education
» Integrated data training into their SLDS proposals.
» Created the Oregon Data Project, an arm of the ODE.
» ODP has conducted training in a large proportion of the state’s LEAs.
» ODP has established a training model that is hopefully sustainable.
» ODP includes collaborations with five state institutions of higher education.
» Dean of Western Oregon who enculurated data there, joins ODE to further enculturate data use.
Oregon Department of Education
» Jefferson County Public Schools (KY)
» Kenton County Public Schools (KY)
» Charlottesville City Schools (VA)
» Loudon County Public Schools (VA)
» Tucson Unified Public Schools (AZ)
» Washoe County School District (NV)
» Mamaroneck Union Free School District (NY)
» Long Beach Unified School District (CA)
» Metropolitan Nashville Public Schools, (TN)
Examples of Innovative Data Use in LEAs: Different Aspects
» Vision: Enhance the use of data-driven decision making, quality indicators, programmatic evaluation and district-wide accountability measures that will lead to continuous student, school and district improvement.
» Mission• Provide accurate data to customers in an efficient and timely manner
• Support the district’s formative and summative assessment systems
• Fulfill state and federal guidelines, policy, and reporting requirements associated with accountability
Source: R. Rodosky
Jefferson County Public Schools – “will provide valid, reliable, and useful data to decision makers in a
timely manner”
» Has a data zealot as director of data management, planning, and program
evaluation. He has emphasized the importance of data throughout the district.
Survived different administrations.
» Developed their own data systems to meet their needs. Customized and raised
funds for development. Raised $40 million. Data warehouse, testing system,
summative and formative assessment systems, and data dashboards.
» Trained staff on system use.
» Has a competent research department to assist the district on data issues.
» Brought in Stiggins to provide comprehensive training on formative assessment.
Jefferson County Public Schools - continued
» Top administration committed to establishing a data culture.
» This culture has survived an administration transition. Deeply embedded vision.
» Principals have received training, yet teacher training is only turn-key at this point.
» Collaborating with Northern Kentucky on data issues to supplement expertise.
» Collaborating with WestEd to seek funding to examine the systemic nature of data use.
Kenton County Public Schools
» Hired a data-minded superintendent who has transformed the district.
» Like-minded principals have been hired.
» Established and implemented a data culture.
» Developed and customized data systems to meet specific needs.
» Committed data and research director.
» Training programs for staff.
» One staff member teacher data-driven decision making at the University of Virginia.
Charlottesville City Schools
» A data-minded superintendent who walks the walk not just talks the talk
» An assistant superintendent who emphasizes data in all discussions
» A research director (now departed) who developed data systems, established a data culture, provided comprehensive training, and showed that data use can make a difference
(Knobloch, 2007, 2010)
Loudon County Public Schools
Loudon County Public Schools –Data Analysis and Decision-Making Protocol
Loudon County Public Schools –An Example of Use
Loudon County Public Schools –An Example of Use
» “Data-driven and people-powered”.
» Principals are required to take an authentic assessment to develop a school improvement plan using a set of data to demonstrate data literacy. Contingency for hiring
» Developed home-grown data systems that informed the Arizona Department of Education.
» Have been using data to solve pressing problems for years – e.g., out migration of students to charters.
(Long, Rivas, Light, & Mandinach, 2008)
Tucson Unified School District
» Introduced a teacher evaluation system for elementary, middle, and high school
» Piloting a classroom observation protocol for their teacher evaluation system. 2012 in 16 schools. Psychometric examination of the system. Study by REL West.
» System evaluates: (a) Planning and preparation; (b) Classroom environment; (c) Instruction; (d) Professional responsibilities
» May be generalizable to the Nevada Department of Education and other districts
Washoe County School District
» Superintendent has made data use a priority to help decrease the achievement gap.
» Has created a data culture throughout the district.
» Has formed data teams in all schools and made possible time for teaming.
» Principals have become data leaders.
(King & Amon, 2008)
Mamaroneck Union Free School District
» Hiring decisions made on teachers’ ability to use data.
» Has a relationship with Long Beach State in which the district is forcing the institution of higher education to better prepare its teacher candidates for data-driven practices.
Long Beach Unified School District
» Recognizes the importance of having students become their own data-driven decision makers.
» Made this an emphasis in their RTTT District proposal.
» Have begun to explore training opportunities to help teachers with this initiative.
» This corresponds to the second recommendation in the IES Practice Guide on data use (Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009).
» Seeking proposal opportunities to support data training.
Metropolitan Nashville Public Schools
» Leadership and vision are essential.
» Finding the resources requires creativity.
» Enculturation takes time and commitment.
» Sustainability across administrations is possible with sufficient embedding of
the data culture.
» The status quo often has to be shaken up.
» Training for all educators and associated stakeholders is important.
» Not every exemplar has all components. This is a systemic process. It takes
time, money, energy, and patience.
Some Common Themes
202-674-9300
email: [email protected]
1350 Connecticut Avenue. N.W,
Washington, DC 20036
Ellen Mandinach
866-853-1831
email: [email protected]
website: relwest.WestEd.org
730 Harrison Street • San Francisco, CA
94107
Contact REL West