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Kathryn Parish CURR 7014 November 20, 2016
Kathryn Parish
CURR 7014
November 20, 2016

Building Data-Driven District Systems: Examples from Three Award-Winning Urban Systems

Kathryn Parish CURR 7014 November 20, 2016 Building Data-Driven District Systems: Examples from Three Award-Winning Urban

To Improve Schools, Some Districts…

To Improve Schools, Some Districts… • Have easily accessible systems and tools • Frequently monitor system

Have easily accessible systems and tools

Frequently monitor system alignments and their progress

Institute data use within all levels of systems

To Improve Schools, Some Districts… • Have easily accessible systems and tools • Frequently monitor system
To Improve Schools, Some Districts… • Have easily accessible systems and tools • Frequently monitor system

Data Use in Districts and Schools

Data Use in Districts and Schools • Data use in schools increased greatly from 2003-2007 •

Data use in schools increased greatly from 2003-2007

Requirements for data-driven decision making --access to high-quality data --data-friendly leadership structures --processes supporting

collaborative Smith, 2004)

inquiry (Lachat &

Data Use in Districts and Schools • Data use in schools increased greatly from 2003-2007 •

Obstacles to Effective Data-Use

Obstacles to Effective Data-Use • Limited technical knowledge for data collection • Lack of data storage

Limited technical knowledge for data collection Lack of data storage capacity

Lack of structured time for collaborative data analysis

Obstacles to Effective Data-Use • Limited technical knowledge for data collection • Lack of data storage

Data-Use at District Level

Data-Use at District Level • Saint Paul Public School District --Developed customized data management system compatible

Saint Paul Public School District --Developed customized data management system compatible with its student information system --Went from little or no student achievement data to having real-time student achievement data on current students

Data-Use at District Level • Saint Paul Public School District --Developed customized data management system compatible

Data-Use at District Level

Data-Use at District Level • School District of Philadelphia --Developed customized data management system --Produced timely

School District of Philadelphia --Developed customized data management system --Produced timely accessible data to teachers and administrators pertaining to curriculum, resources and analytical tools (Renzulli, 2005)

Data-Use at District Level • School District of Philadelphia --Developed customized data management system --Produced timely

Data-Use at District Level

Data-Use at District Level • Support and sustain data-use at the district level is maintained through

Support and sustain data-use at the district level is maintained through on-going professional development

Secure buy-ins from central office and school leaders (Rudy & Conrad, 2004)

Data-Use at District Level • Support and sustain data-use at the district level is maintained through
Data-Use at District Level • Support and sustain data-use at the district level is maintained through

Case Study #1

Case Study #1 • Aldine Independent School District --Located north of Houston, Texas --Minority school --Performed

Aldine Independent School District --Located north of Houston, Texas --Minority school --Performed higher than demographically similar districts between 2001-2004 --Implemented ongoing benchmark assessments to monitor student progress

Case Study #1 • Aldine Independent School District --Located north of Houston, Texas --Minority school --Performed

Case Study #1

Case Study #1 • Customized data management system allows teachers to access student scores on summative

Customized data management system allows teachers to access student scores on summative and formative assessments, student profiles, records, and transcripts

Use frequent observations and walk-throughs to monitor student progress

Case Study #1 • Customized data management system allows teachers to access student scores on summative
Case Study #1 • Customized data management system allows teachers to access student scores on summative

Case Study #2

Case Study #2 • Boston Public Schools --Located in Massachusetts --High poverty, high minority --Consistently outperformed

Boston Public Schools --Located in Massachusetts --High poverty, high minority --Consistently outperformed other Massachusetts districts with similar low-income populations

--Quarterly assessments in all subjects and grade levels and mid- and end-of-year open response assessments

Case Study #2 • Boston Public Schools --Located in Massachusetts --High poverty, high minority --Consistently outperformed

Case Study #2

Case Study #2 • Secure web-based system contains student performance information on summative and formative assessments,

Secure web-based system contains student performance information on summative and formative assessments, report cards, tips on how to use and interpret data, and links to state standards and learning objectives

Deputy superintendents provide feedback one department at a

i

Case Study #2 • Secure web-based system contains student performance information on summative and formative assessments,

Case Study #3

student body
student body

Norfolk Public Schools --Located in Virginia --Moderate-sized district

with diverse

--Met its adequate yearly progress targets in 2004 for 76% of schools

--Quarterly benchmark assessments at all levels

--Electronically score test for

Case Study #3 student body • Norfolk Public Schools --Located in Virginia --Moderate-sized district with diverse
Case Study #3 • Manages data with data warehouse and Assessor • Walk-through process for monitoring
Case Study #3
• Manages data with data
warehouse and Assessor
• Walk-through process for
monitoring
• Walk-throughs not tied to
teacher evaluations

Conclusion

Conclusion • All three school districts use data to increase student achievement and narrow achievement gaps
Conclusion • All three school districts use data to increase student achievement and narrow achievement gaps

All three school districts use data to increase student achievement and narrow achievement gaps

They form a culture of trust in which dialogue is encouraged regarding data (Golden, 2005)

Conclusion • All three school districts use data to increase student achievement and narrow achievement gaps

References

References • Golden, M. (2005). Making strides with educational data. T.H.E. Journal, 32(12), 38-40. • Lachat,

Golden, M. (2005). Making strides with educational data. T.H.E. Journal, 32(12), 38-40.

Lachat, M.A., & Smith, S. (2004). Data-use in urban high schools. Providence, RI: The Education Alliance at Brown University.

Ramnarine, S. (2004). Impacting student achievement through data-driven decision-making. MultiMedia & Internet@Schools, 11(4), 33-35.

Renzulli, P. (2005). Testing the limits of one-stop data access. T.H.E. Journal, 32(12) 45-46.

Rudy, D.W., & Conrad, W.H. (2004). Breaking down the data. American School Board Journal, 191(2),

39-41.