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Tentative agenda:

8:30 a.m. - Video - Slide 3

8:35 - Intro. to QR Code - Slides 4-6

8:40 - AQuesTT - Slides 7-9

AQuEsTT Activity - Slide 10

9:00 - Data Cadre - Slides 11 and 12

9:05 - Literacies - Slides 13-15

Literacies Activity - Slide 16

9:20 - Data Use - Slide 18

EFF - Data description - Slides 19-23

Models/Rule 10 - Slides 14-27

9:30 - Break - Slide 28

9:40 - Continuum - Information and Analysis - Slide 29-30

Self-Assessment

10:10 - Perceptual data slides - ???

10:20 - Strengths/Challenges activity - Slides 31-36

11:05 - Surveys - Qualtrics - Slide 37

11:15 - Wrap-Up - Slides 38-41

Q&A

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Using Data for Continuous �School Improvement

2016 Fall CIP Workshops

AM Session

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VIDEO CLIP Brad Geise

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Connections to Day 1???

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Using Data for Continuous �School Improvement

Today's slideshow - https://goo.gl/5VlcKm

2016 Fall CIP Workshops

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About this Session

Part One:

Data Literacies – Four Types of Data

Self-Assessment Continuums

Data Analysis- Demographic

Overview

The importance of Data Literacy and Data Use; Continuous Improvement Continuums

Goals

Review Literacies and Types of Data; Understand process of continuums for self-evaluation and demographic data analysis

Part Two:

Perceptual Data

Drawing Conclusions From Reports

Reporting Results

Overview

NDE Perceptual Surveys; Tips for Stakeholder Surveys; Using the Data

Goals

Explore specific data analysis tools and processes

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Understanding AQuESTT

Processes

Statutory Requirements

Accountability Processes

Accreditation of Schools/ Districts

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Understanding AQuESTT

SYSTEMS

OF SUPPORT

PROFESSIONAL LEARNING

IMPROVEMENT

EFFICIENCY

LEADERSHIP

LEVERAGING

BUILDING CAPACITY

DATA USE

Processes

Statutory Requirements

Accreditation of Schools/Districts

Accountability Processes

SYSTEMS

OF SUPPORT

Statewide Professional Learning Support

Continuous School Improvement Processes

ESUCC/NDE BlendEd Initiative

Teacher/Principal Performance Framework

School/District Data Profiles

ADVISER Dashboard

Effective Use of Data for Improvement

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Sustaining Data Literacy

Sustain a statewide system of data analysis training �that reaches every district.

Tiered Training Delivery

Statewide Data Cadre ✔

ESUs and NDE Staff ✔

School District Leadership and Staff ✔

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Data Cadre

Create data use and literacy capacity and culture in Nebraska school districts.
Collaborative effort between NDE and ESUCC:

12 ESU consultants from 8 service units and the ESUCC
13 NDE representatives from 7 departments
1 representative from higher education

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Nebraska Data Literacies

What do the data show?

Data

Comprehension

Why might this be?

Data

Interpretation

Did our response �produce results?

Evaluation

How should we respond?

Data Use

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Data Literacies Format

1.

a.

i.

Concept

Indicators

Literacy

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�Literacy 1�What do the data show?�Data Comprehension�

Concepts:

Continuous Improvement Process
District/School Profile
Data Tools and Skills

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Data Literacies

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Data Literacies Definitions

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Data Use Curriculum

Nebraska

Data

Literacies

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Bernhardt, V.L. (2013)

Data Analysis for Continuous School Improvement

(Third Edition)

New York, NY: Routledge

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Where are we now?

How did we get to where we are?

Where do we want to be?

How are we going to get to where we want to be?

Is what we are doing making a difference?

Data Literacy 1

What do the data show?

Data Literacy 2

Why might this be?

Data Literacy 2

Why might this be?

Data Literacy 3

How should we respond?

Data Literacy 4

Did our response produce results?

Page 14

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Using Data for

Continuous Improvement

Continuous School Improvement

Using Results

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Continuous Improvement Models

Nebraska Frameworks AdvancED

NEBRASKA MODEL FOR CONTINUOUS IMPROVEMENT

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Rule 10: �Regulations and Procedures �for the Accreditation of Schools

009 Continuous School Improvement

009.01A2 Collection and analysis of data about student performance, demographics, learning climate, and former high school students.

AdvancED

Standard 5: Using Results for Continuous Improvement

The Rule 10 changes or updates listed below are now a part of the NEW Rule 10 signed by the governor on August 1, 2015. The italicized words are the changes.

009.01A4 Development and implementation of an improvement plan which includes procedures, strategies, actions to achieve goals, and an aligned professional development plan.

009.01B The school improvement process includes a visitation by a team of external representatives to review progress and provide written recommendations. A copy of the school system’s improvement plan and the written recommendations of the external representatives are provided to the Department. The external team visits are conducted at least once each five years.

009.01B1 the AdvancED External Review may be used by a school system to fulfill the requirement for an on-site visitation if all the requirements of Section 009 are met.

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^{THINK BROADER}

^{Holistic view of each student}

^{Equal access to information}

^{Collective impact}

^{EXPERIENCE BOLDER}

^{New system for measurement}

^{Customized for Nebraska}

^{Outcome-based approach}

^{BE BETTER}

^{Continuous improvement}

^{Sharing of best practices}

^{Focused on every student, every day}

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10-minute Break

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Continuous Improvement Continuums for

Self-Assessment

How are we going to get to where we want to be?

Is what we are doing making a difference?

Appendix A

Pg. 193-204

Review the overview of Continuums on pp. 193-194 in the Bernhardt book. Explain that the continuums, seven in total, were developed by Education for the Future to represent the theoretical flow of systemic continuous school improvement. The continuums combine the theory and spirit of continuous school improvement with educational research and offer practical meaning to the components that must change, simultaneously and systematically, throughout the learning organization. Schools/districts use these continuums as a vehicle for ongoing self-assessment. They also use the results of the assessment to acknowledge their accomplishments, to set goals for improvement, and to keep everyone apprised of the progress made in their school improvement efforts. The purpose of this activity is to help participants see where their school/district are right now with respect to continuous school improvement and where they need to go in the future. The discussions (whole group and team) are the most valuable aspect of this activity.

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STUDY�QUESTIONS:

Demographic Data

Implications for the continuous school improvement plan.

Strengths

Challenges

Other data . . .

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STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge.
CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control.

DEFINITIONS

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IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN: placeholders until all the data are analyzed. Implications are thoughts to not forget to address in the school improvement plan. Implications�most often result from CHALLENGES.

DEFINITIONS

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PROTOCOL:

Review the sample data INDIVIDUALLY to identify strengths, challenges, implications for planning, and additional data needed.
Write your findings on the Demographic Data handout.

Activity 1, Part 1: HANDOUT 248 (one per person and an additional per group) HANDOUT the sample data beginning on page 265-269, & 275 (packet) to fill this out or you can use your own data. The protocol begins with team members completing this activity individually. (You may need to provide some professional reminders to work individually.) After that step has been completed, we will proceed to table discussions and finally large group share out. (5 minutes)

Activity 1, Part 2: Upon completion of individual activity, discuss individual results as a table group to identify common observations. Suggest that each group select a recorder and that individual members share responses one at a time, tallying those who also identified same/similar concepts as each idea is shared. (3-5 minutes)

Activity 1, Part 3: Large group share out--1 per volunteer: 3 strengths, 3 challenges, 3 implications. Ask all participants to raise hands to demonstrate visual consensus as each idea is shared.

During large group share out, distribute the next round of handouts:

Distribute Handouts:

3. P 336-339 What We Saw In the Data [Sample], F/B, B/W, stapled

4. P 352 Implications Commonalities [Blank], B/W

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Answer Questions—

Strengths, Challenges,� Implications, Other� Demographic Data

Independently
Small Group (depending on numbers)
Merge to Whole Group

ANALYZING THE DATA

WHAT ARE�THE BENEFITS �OF THIS �APPROACH?

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Page 336, �Figure G-1

Identifying actionable �items (implications) for �consideration related �to demographic data.�

SAMPLE IMPLICATIONS

NEED picture of Figure G-1 Demographic Strengths, Challenges, Implications

“Here is an example of a completed Strengths/Challenges form. PP 336 in book

You can see that the results from Chart F-38 on page 302 populates the Grades Two-Five findings on this set of study questions.

How do your findings compare to what is shown on this chart for grades 2-5?”

“Where did the additional information on this form come from? In your Data Analysis book, Appendix F contains all the ‘raw’ data that came from the student, staff, and parent surveys that were administered. This form from Appendix G reflects a summary of important information that the school gleaned from the survey results that they analyzed. From their analysis, this reflects their values and priorities.”

Additional items for Grades 2-5 were also identified (playground equipment, learning, American Indian student “respect”, African-American students “I have fun learning” as well as the discrepancy regarding the number of American Indian students identified (exceeding the actually subpopulation count). This would provide some consideration for how the survey is designed and/or administered in the future. The balance of this example also includes the perception data noted from the K-1 students, staff, and parents.

This handout is not distributed until after Activity 1 (Strength, Challenges, Implications). It will validate their analysis of the report from page 302.

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New Survey link here

NDE/ESU PERCEPTUAL SURVEYS

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Work with your ESU Staff Developer to

Engage with your district/school data
Analyze data via continuums or through the study question process
Look at all four data types to identify goals and establish a district action plan
Utilize other Data Analysis for Continous School Improvement (Victoria Bernhardt) processes

NEXT STEPS

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https://sites.google.com/a/education.ne.gov/nde---csip-checklist-tool/welcome/home

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https://www.surveymonkey.com/r/dataliteracy

EXIT SURVEY

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Thank you!