Unit 5, Reflection

There are many positive aspects to data driven decision making for the members of a school community. The first positive attribute of using data is that it provides solid, numerical reasoning for making a choice. A teacher can reason why students x, y and z are placed into a grouping due to the numerical support provided by assessment. However, it never is that easy. What data doesn’t present is the human, unpredictable aspect of the situation. Perhaps student x has ADHD and needs to be in a grouping away from student y because their tendency to tap their pencil will distract student x from learning. The variables could go on forever. As educated professionals the use of data is exciting because it allows access to an immediate answer, however as educated and experienced professionals we know the human dimension is just as important for a balanced environment.

School can present data in many forms to on the community, state and federal level. Again, data provides reasoning for choice when balancing the spending equation. Data can predict trends in population growth that then leads to other larger decisions like building new schools, hiring staffs, etc.. School data can be presented both qualitatively and quantitive depending on the audience that the data is being presented to at the time. When looking at data presented by a school never assume that the data gives a full picture or flavoring of the environment. Data is not going to give personal voice to the information that is presented or give depth and layering to the child that brought down the test scores of the entire class. Responsible readers of data know this and will venture into more informational outlets such as school websites and local newspapers to fully understand the learning community the numbers represent.

The biggest obstacle when implementing technology into any environment is hesitation to change and fear of failure. Technology, for many people, is still not safe because of embedded, emotional memories of the times technology failed them. Reassurance is a difficult tool to supply an audience because it is not tangible and basically rooted in the faith and trust that the source of data will not fail and the time it takes to collect and input the data is fool-proof. Other roadblocks are that the field of education has history in magnifying and implementing trends; some see technology as another adopted trend, despite the fact that it is absolutely everywhere and has been building longer than I have been alive. Education is now playing catch-up to the rest of the world’s professions; it’s time we put on some sneakers.

Growing up in a technology centered home, education’s position in the race was a scary one to realize and my school’s position was an even scarier one. Last school year was when I realized I needed to stop waiting for the environment to change, and implement my own. For data collection, I decided to take on small goals rather than many. One of the best aspects about our anthology series is that it supplies a skill centered rubric for each weekly and unit assessment. This year it was my goal to keep this data in one place to refer back and present when supporting decisions and presenting parents with information. Next year my goal is to continue this practice but then to place this information into a Google Spreadsheet that will be shared with other teachers and can be then transferred into a readable graphic for parents. It is also my goal to carry over this regularity of assessments into Science and Social Studies. 

Week 5, Assignment Two

For the past two years I have been a source of a lot of the technology focused professional development in the three local elementary schools. As the assignment describes I have been faced with the question of "why change?" on a regular basis. Many of the teachers who have 20+ years experience toss that look (that is usually followed by a smack) when I tell them they are going to learn [insert technology]. I have learned over the years that slow, gradual steps work best when applying something new and to use those who are most intuitive as assistants. The response for reasoning that never works is because what the audience is doing is 1)outdated 2)not as good as me or 3) because I said so.

  When I made this powerpoint I kept these answers in mind. You'll see that I am leading the audience to form the answers themselves about what is missing in our current data culture.To tell them straight on would imply blame or fault, which is never good for morale at an inservice. It would be unrealistic for me to make a powerpoint that included Power School; instead I guide the faculty to using Google Docs which is affordable for our current situation. Also, once the staff becomes literate in Google Docs and Spreadsheets they can transfer that knowledge to creating docs for other resources.

 The powerpoint focuses on a many of the goals that Bernhardt(2007) touches upon through out chapters nine and ten. The teachers are responsible for creating a vision and have a clear understanding of the role of the leadership with making those goals come to fruition. The question of how data is used during the beginning of the year is raised with the intention of more target dates being established as comfort levels grow and benefits are realized. Professional development that will reinforce and guide the goals of the culture is also established.

  I should also note that a week before our class started I 'went Mac'. I liked this assignment because it forced me to learn Keynote, explore Garage Band and converting files into Quicktime. The links that are included in the document are:

Google Doc for shared grade level goals.

Template for teachers


Resources:
Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 103-150). Larchmont, NY: Eye On Education.

Assignment Three, Unit Three

Assessment in a classroom happens on a daily basis, whether it happens with a formal test for academics or social interactions. In the end, it is the academic side that keeps schools afloat on the local, state and federal level. With this, I would have two instructional suggestions for my school that are rooted in becoming more organized in data. The first would be to based on ill use of time by staff and the second driven by the need for more student-centered data. Each suggestion for my school would be made with reference to Bernhardt’s (2007) suggestion that each system be introduced with appropriate time (Bernhardt, 2007). In parallelI, implementation would include the studies of people such as Wayman (2005) that spotlight the importance of proper professional development in order for data to be correctly translated (Wayman, 2005). 

The first would be an extension of our Student Information System. Currently we use carbon based report cards; each scribed grade and comment is squeezed in a box. Large, rectangular report cards are shifted from one teacher to the next in the upper grades and specialist grades are given to the teachers and written on by the teacher (very redundant use of time). This entire process consumes hours of preparation blocks. A grade book and report card extension of our SIS would contribute to more efficient use of professional time in our school. Staff morale during this hectic time would improve and transition from one marking period to the next would be easier.

The second suggestion is that my school start using a Curriculum/Instruction and Assessment management system. The decision to implement this type of management tool would be driven on the data that many students are continuing to show partial proficiency in tested subject areas and the question of whether or not more could be showing advanced proficiency. A CIA management system would enable teachers to store lesson plans and give ready information as to a lesson’s validity with state standards. Standard aligned weaknesses and strengths with each student could be identified and then directly spoken to within lessons through individual and small group sessions (Bernhardt, 2007, p14). In addition a system that monitored student achievement would allow hard data to be presented at parent-teacher conferences, IEP meetings and contribute to placements in middle school.

Magnifying the difference in test scores between my school and Flemington/Raritan would not be such a fair comparison. As Bernhardt (2007) points out there are always unreported variables to take into consideration (Bernhardt, 2007). I casually discussed the significant test results with our principal, a former teacher and principal in the Flemington/Raritan district. He reflected that our community is more nourishing than academically competitive. In addition, though our community is small,we have an incredibly wide range of education and socio-economic backgrounds. This unpredictable variable of student’s home life also has direct impact on their attitude towards their academic achievements.

Sources:

Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.

Wayman, Jeffrey. "Involving Teachers in Data-Driven Decision Making: Using Computer

Data Systems to Support Teacher Inquiry and Reflection." Journal of Education for Students Placed at Risk (JESPAR) 10.3 (2005): 295-308. Retrieved from http://goo.gl/YRRsD

Three District Comparison

The state of New Jersey publishes report cards for individual schools, but not for districts as a whole. Narratives about districts are available, but bias is possible because it is authored by a leader in the district.

The three schools I will compare are Copper Hill, Barely Sheaf and Robert Hunter. Of the three schools, Copper Hill is the most populated with 631students (about 200 more than the latter two). All three schools are in the Flemington school district, in the county of Hunterdon. Flemington is an area just north of where I currently teach with a much higher population. Areas of Flemington are more affluent than others, but over all the district is financially very stable.

Each of the three schools made their yearly AYP and the staff in each school has a similar education profile. Attendance rates in each school are close to 100%, a possible result of attendance policy, expectations and parent perspective to education.The majority of staff members have a bachelors degree, and the remaining 40% with a masters.Two of the three schools just reached the Language Arts AYP proficient goal of 59%, and Barley Sheaf shows 57% student proficiency. In contrast, in the area of Mathmatics all three schools demonstrated excellence in math with over 50% of the population testing advanced proficient; this level of percentage is a pattern in the last three years shown. Possible contributions to this could be the emphasis of time and intensity placed in this subject area by the district as well as priority given to testing preparation.

Each school’s amount of instructional time is fifteen to twenty minutes below the state average; a most likely result of contract negotiations and district agreements for bussing, etc.. Class sizes fall below the state average, a considerable positive from any perspective. For a parent who sees importance in technology integration into instruction an area of concern would be that Flemington shows little emphasis with this, as the computer to student ratio is double of the state average.

Between all three elementary schools there is about a three percent difference in the number of third graders who tested proficient in Language Arts for the 2009-2010 school year. Students showed strong in Language Arts with about 50% of the grade-level population placing advanced proficient. 

Over fifty percent of fourth graders in each district displayed advanced proficient skills in Mathmatics. The same holds true for student achievement in Language Arts and Science. In particular, 75% of fourth graders at Barely Sheaf tested advanced proficient in science. The success in both grades could be contributed to the importance placed on test preparation, the high attendance rate,  as well as the close monitoring of student ability, strengths and weaknesses so that instruction time can be devoted to particular student need.

As a parent coming into the district I would see these numbers as promising. With such a high student population placing in Advanced Proficient I would inquire as to the amount and type of emphasis placed on testing. In addition I would want to know more about the high student and faculty to administrator ratio as well as the higher student to teacher ratio at Copper Hill. The high attendance rate would be a very positive attribute, as it would indicate that the students like their school environment.

As an educator I would have the same thoughts as the parent with some other observations. I would begin a conversation about the professional development provide to new and existing teacher to maintain such high test scores. Considering a low percentage of the staff as a masters, inquiry as to the school board's and leadership's support of continued studies would be important. In an interview environment I would want to know more about emphasis on 21st century skills and technology integration on the elementary level, seeing that the student to computer ratio is surprisingly low for a larger and reputable district that spends two hundred dollars more per pupil than the state average.

Lastly, as a school board member, I would take notice of the districts spending. Teacher salary and spending per pupil is above state average. I would compare our spending to other districts of the same size and examine their spending patterns to see if money could be better delegated and/or negotiated in the future. As a board member I would be proud of the administrative and teaching staff for producing such high percentages of advanced proficient students in all subject areas and support the continuation of a successful program while encouraging it to develop. 

Sources:

Copper Hill Elementary School Report Card 2010-2011 Retrieved June 9, 2011 http://education.state.nj.us/rc/rc10/dataselect.php?c=19;d=1510;s=033;lt=CD;st=CD&datasection=all

Barley Sheaf Elementary School Report Card 2010-2011 Retrieved June 9, 2011 http://education.state.nj.us/rc/rc10/dataselect.php?c=19;d=1510;s=030;lt=CD;st=CD&datasection=all

Robert Hunter Elementary School Report Card 2010-2011 Retrieved June 9, 2011 http://education.state.nj.us/rc/rc10/dataselect.php c=19;d=1510;s=050;lt=CD;st=CD&datasection=all

Chapter summaries with article

In chapter three, Bernhardt (2007) presents the reader with the thought that, existing behind the numbers of data reports exists more information that needs to be represented and questioned (Bernhardt, 2007).  Bernhardt (2007) recognizes that there is more to a student than just the state test score, that many layers of the school community must be in cohesive understanding of how to properly collect, analyze and reflected upon to create a clear, complete and fair picture of a student’s, schools’ and district’s abilities (Bernhardt, 2007).

Demographics, such as sex and ethnicity background, can be coded on a nominal scale  that does not represent order. Other scales such as an ordinal scale, which does represent order, or Likert scale can also be used to result in easier data collection and representation (unknown, unknown).

Bernhardt (2007) makes the fair point that the processes in the classroom that a teacher uses are difficult to quantify (Bernhardt,2007,p27). Though it seems like a tedious means to an end, perhaps the multiple lessons and processes involved are beneficial in the long run of the student learning. A teacher might set up a standard scale to use such as a Likert scale when trying to assess student understanding (unknown, unknown). While assessing the information an educator would look for outliers as well as whether or not there is a positively or negatively skewed distribution (unknown, unknown). Often with book based assessments the result of the data will give place a student on a grade equivalent scale to better assist the teacher grasp the idea of a students’ abilities in a specific curriculum area (unknown, unknown).

Another source of important data that can influence better teaching is understanding how the school is perceived by parents and students (Bernhardt, 2007). As we have posted and discussed in class, this data can be collected by electronic and paper surveys distributed to the parent and student populations. The collected information, anonymous  or not, can then be examined as to whether or not is applicable to realistic improvements. Again, most of these surveys are formatted for ease of participant and use Likert or Nominal scales.

Bernhardt (2007) separates data elements into three categories: Input/givens, Process/the system and Outcome/results (Bernhardt,2007,p30). The first category is most likened to the uncontrollable variable or the information that cannot be changed (Bernhardt,2007,p31). This includes student backgrounds, learning preferences and the values of organization members (Bernhardt,2007,p31). I see the process as the “nuts and bolts” of a school; the characteristics such as leadership and the strength of the curriculum as well as finances (Bernhardt,2007,p31). Lastly, the results are transparently the end outcome of the former two categories described (Bernhardt, 2007,p32). In figures 3.4,3.5 and 3.6, Bernhardt (2007) gives the reader a clear table that gives the questions and guidance that schools, districts and state/federal need for proper analysis (Bernhardt, 2007). As Bernhardt (2007) did in chapters one and two, she continues to shepherd the reader’s understanding of the topic with clear detail and explanations (Bernhardt, 2007).

In chapter four Bernhardt (2007) examines data quality (Bernhardt, 2007,pp. 43-55). Bernhardt gives attention to the fact that keeping data correct and organized is a daunting task that takes devotion from staff (Bernhard, 2007). It is easy for “dirty data” to collect because of careless mistakes from input as well as clean-up(Bernhardt,2007,p45). To minimize risk and best utilize time of the staff, a data manager is the best solution for a district (Bernhardt,2007,p46). A data manager takes responsibility of not just data entry but relaying the importance of correct procedures and protocols for data to each sector of the school and reinforces this by compiling a data dictionary to be used by people who access and input the data. Just as importantly a data manager would be able to analyze the usefulness of the data management systems and recognize when it no longer best fits the needs of the users (Bernhardt,2007,p55)

These two ideas tie together out of the mutual respect of one another. If the time is taken to collect data on a regular basis, as Bernhardt (2007) requests, then that dedication should be given time with correct input into the system (Bernhardt, 2007). Bernhardt is truthful in her recognition of the dedication it takes on many levels for the consistency, correctness and regiment that she emphasizes to become a reality in any education setting. I found Bernhardt’s tables of details and answers helpful to a reader who is looking to Bernhardt for a starting and reference point.

Resource:

Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.

Unknown (Unknown). Data driven decision making and sources of educational data. Retrieved June 5 https://blackboard.arcadia.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_72856_1%26url%3D

Unit 3, Assignment One, Chapter 3-4 Summary

In chapter three, Bernhardt (2007) presents the reader with the thought that, existing behind the numbers of data reports exists more information that needs to be represented and questioned (Bernhardt, 2007).  Bernhardt (2007) recognizes that there is more to a student than just the state test score, that many layers of the school community must be in cohesive understanding of how to properly collect, analyze and reflected upon to create a clear, complete and fair picture of a student’s, schools’ and district’s abilities (Bernhardt, 2007).

Bernhardt (2007) makes the fair point that the processes in the classroom that a teacher uses are difficult to quantify (Bernhardt,2007,p27). Though it seems like a tedious means to an end, perhaps the multiple lessons and processes involved are beneficial in the long run of the student learning.

Another source of important data that can influence better teaching is understanding how the school is perceived by parents and students (Bernhardt, 2007). As we have posted and discussed in class, this data can be collected by electronic and paper surveys distributed to the parent and student populations. The collected information, anonymous  or not, can then be examined as to whether or not is applicable to realistic improvements.

Bernhardt (2007) separates data elements into three categories: Input/givens, Process/the system and Outcome/results (Bernhardt,2007,p30). The first category is most likened to the uncontrollable variable or the information that cannot be changed (Bernhardt,2007,p31). This includes student backgrounds, learning preferences and the values of organization members (Bernhardt,2007,p31). I see the process as the “nuts and bolts” of a school; the characteristics such as leadership and the strength of the curriculum as well as finances (Bernhardt,2007,p31). Lastly, the results are transparently the end outcome of the former two categories described (Bernhardt, 2007,p32). In figures 3.4,3.5 and 3.6, Bernhardt (2007) gives the reader a clear table that gives the questions and guidance that schools, districts and state/federal need for proper analysis (Bernhardt, 2007). As Bernhardt (2007) did in chapters one and two, she continues to shepherd the reader’s understanding of the topic with clear detail and explanations (Bernhardt, 2007).

In chapter four Bernhardt (2007) examines data quality (Bernhardt, 2007,pp. 43-55). Bernhardt gives attention to the fact that keeping data correct and organized is a daunting task that takes devotion from staff (Bernhard, 2007). It is easy for “dirty data” to collect because of careless mistakes from input as well as clean-up(Bernhardt,2007,p45). To minimize risk and best utilize time of the staff, a data manager is the best solution for a district (Bernhardt,2007,p46). A data manager takes responsibility of not just data entry but relaying the importance of correct procedures and protocols for data to each sector of the school and reinforces this by compiling a data dictionary to be used by people who access and input the data. Just as importantly a data manager would be able to analyze the usefulness of the data management systems and recognize when it no longer best fits the needs of the users (Bernhardt,2007,p55)

These two ideas tie together out of the mutual respect of one another. If the time is taken to collect data on a regular basis, as Bernhardt (2007) requests, then that dedication should be given time with correct input into the system (Bernhardt, 2007). Bernhardt is truthful in her recognition of the dedication it takes on many levels for the consistency, correctness and regiment that she emphasizes to become a reality in any education setting. I found Bernhardt’s tables of details and answers helpful to a reader who is looking to Bernhardt for a starting and reference point.

Resource:

Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.

Interview Answers

Below are the answers to the interview questions from our principal.

The following questions will be asked of our school principal regarding Student Management Systems and Data Warehouses:

1.In what ways is the data collected for input SIS?

Daily attendance sent by teachers

Student personal information is stored in our SIRS database

Student test data is stored in excel spreadsheets created by the Principal

2.Who provides our SIS?

Our SIS is part of a consortium that is overseen by Hunterdon Central High School

3.How was it decided to use this SIS provider? (I can begin to answer this because I was at the meeting; our principal is new to the district this year)

Personal input: A panel of teachers and administrators met with the provider two years ago for a presentation on the overview of the system. Each person gave input to the presentation and the usefulness of the provider. No other provider presentations were given for comparison.

I would guess that the provider was able to meet the minimal needs that were required and came in at the best cost for our district.

4.What are the ways the SIS used in other ways outside of attendance for students?

The SIS is used to share information with the High School/Middle School and to keep track of students who are free/reduced and who frequently move in and/or out of the district.

5.What other technology based data systems, such as a curriculum/instruction/assessment management system used at LPS?

LPS uses Study Island, Microsoft Excel, teacher created technology assessments (videos, blogs, wikis, interactive websites, etc.)

6.How are these systems used by teaching faculty or other staff members?

Staff members have access to the Study Island Reports, Excel Spreadsheets have been shared with staff at professional development workshops, etc.

7.If no systems are used, has the school researched the pro's and cons of any of these systems?

The school is very interested in locating system that could be utilized.  Unfortunately, financial constraints have kept us from being able to afford such systems/databases.

8.Why have the systems not chosen to be used?

Financial constraints

9.As an administrator with experience in a larger district, do you have any experience using a SIS and CIA management system? In your opinion are there benefits to the investment?

I do have experience using WinSchool and Learnia.  There are benefits to using both.  However, unless teacher have time to work with the available data, it is not useful.  The benefit is that supervisors and administrators can access more regular data. and that some teachers who make the tie to review and use the data are able to provide instruction that meets the students’ needs.

10.What systems did your district use?

WinSchool and Learnia

11.Were the teachers trained on how to translate the data into information they could apply in the classroom?

Yes, but more training was always needed and some teachers “took to it” better than others and ran with it.

12.What benefits and disadvantages did you experience with these systems?

Benefits - excellent way to access data about students in a variety of ways quickly and efficiently.

Disadvantages - someone needs to enter the data and only a few actually utilize it on a regular basis.

13.Based on your knowledge and experience, in what ways do you believe that our staff and students would benefit from having a more extensive SIS that would allow a grade book and parent access?

Knowledge is power and this would give parents one more way to be “on top” of their children and what is happening at school.  Teachers would have each student’s current GPA without having to manually calculate it.  Students would be able to obtain an accurate understanding of where they stood in each class at any time and hopefully want to improve and work hard to physically watch their growth.

14.To date, has LPS looked at extending how it uses the SIS system?

There has been conversation around this topic, but much more exploration needs to take place.

15.Has LPS looked into CIA systems or a database warehouse?

We have explored the Link It system.

16.What areas of improvement do you see a SMS could provide. For example, long-term management and accessibility to information.

Our Google Mail Account actually will archive information (including personal information) for about 7 years. Therefore, we will have access to information for years after a student has left LPS.  Having all that information at our fingertips will only help to advance future instruction and programs.

*All answers are only to be used for assignments pertaining to the class and not extended into any other reports or discussions regarding the interviewee or school.