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1 SP3.0 Supporting Students with Information Ivan Webb 2005.

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1 1 SP3.0 Supporting Students with Information Ivan Webb 2005

2 2 Background

3 3 Basic assumptions 1.Key outcomes success and well-being 2.Requires knowledge 3.It is everyones job to –Know what is happening –Work with others to improve what is happening –Make it easier for the next person to do well 4.And it is the schools job to make this easier!!

4 4 Core tasks Management: Working with people on the system Strategy = easier first Operations – everyones job 1.Know what is happening 2.Work with others to improve what is happening 3.Make it easier for the next person

5 5 Support Cycle Student Support Information (tools) Success & Well-being help ensure reduce need for Improve what is happening aim Make it easier for the next person strategy inform

6 6 Supporting Activities: SP3.0 Collecting data Processing data information Monitoring knowledge Responding planning, coordinating, informing, contacting, implementing … Managing documentation

7 7 Quality of data Depends on many factors Currency Accuracy Completeness Significance (meaning) Usefulness (can be applied & is timely) Accessibility …

8 8 Improving quality To improve the quality of the data 1.use the data extensively and widely 2.engage others with the data in –gathering –entry –organizing –presenting –considering

9 9 Todays Agenda Qs: Whats working, whats not and what else? 1.Stories (experiences) to share 2.Integration into school practices 3.How are you measuring your progress? 4.Histories wrt. other data 5.Performance ratings – whats happening? 6.Clever coding easier and better 7.Information for midyear reporting 8.Controlling access

10 10 Agenda items (cont.) 9. New in The future: Version 3.0 & the DoE 11. Language & confidentiality


12 12 1. Stories to share Illustrations of Whats working Whats not What else Insights – things we didnt know

13 13 2. Integration New or improved: Awareness Practices Terminology Roles Documentation Relationships

14 14 3. Measuring progress How do you know its worth the effort?

15 15 4. Histories A common initial confusion Basic idea snapshot – quick read Key events in the (educational) life of the student Not just events (incidents, actions)

16 16 5. Performance Ratings Whats happening and why? Categories? Possibilities? Integration?

17 17 6. Clever coding Whats working?

18 18 7. Informing Midyear reporting Whats in the pipeline?

19 19 8. Controlling access Best done at the folder/report level Options: discuss with tech support Read access –expand slowly, –risks include duty of care Write access –be conservative, risks to data quality Current practices and experiences?

20 20 9. New in 3.0 Three views – same data –Support, incidents and monitoring Hyperlinking Fast entry / update /checking Quick search incidents and actions Time and place Contacts

21 21 Three Views Go straight to the view you need Incidents Support Monitoring (high support students) Example

22 22 Hyperlinking Hyperlink to any document available thru the network Letters, IEPs, applications & reports Programs on the internet Rapid access and easy annotation !!, Reveals/maps existing documentation Places sensitive info outside the database!! Example

23 23 Linking to other data Folder setup – for easy document management

24 24 Linking to other data Student support files

25 25 Fast entry / checking From Main Menu Pluses –Faster, easier (ideal for clerical staff) Minuses –Limited view – reduced monitoring –Removes entry from view of student – Can promote task over knowledge Example

26 26 Search incidents & actions New from Main Menu Enter bit of text to find –Incident description –Incident resolution –Support actions (description) Example

27 27 Place and time Add a code at the begining of an incident, eg, N/1 defiance of duty teacher Run last report on report page Example

28 28 Contacts Associate contact details with students Aides, family, back up Work arrangements Temporary Example

29 SP3.0 and SIMS Situation: negotiated engagement Recommendations 1.Upgrade all current users to Hold further development of Identify and remove bugs 4.Capture experiences, issues & strategies for sharing with DoE 5.Work to ensure full functionality in DoE project

30 30 Technology and Databases

31 31 About technology Technology is embedded in tools Tools are used to mediate activities Activities are meaningful within practices Practices involve action, learning and knowledge Design tools that focus on practices!!

32 32 IT How do you understand IT Information technology (computers…) Devices for working on information Information tools Informing tools … What are the implications for what you do?

33 33 Using databases 1.Purpose: contribute success & well-being 2.Rationale: assists construction of knowledge 3.Matching technology: customized to practices 4.Working knowledge: users can access & operate 5.Cost effectiveness (depends on) –whole school arrangements, application –consistency of use, –integration into everyday activities…

34 34 Database (DBMS) Tools for working with data –Collect & store data –Organize data into information –Use information to construct knowledge Communicate Show/ retrieve Connect Prompt Summarise …

35 35 Implementation Tasks 1.Assign (joint) ownership 2.Design & establish procedures 3.Identify & train users 4.Build into whole school practices 5.Make improvements

36 36 Database features a tool to store & organize data a central version of what's happening information: forms & reports that select, organize and relate data shared users as required once only data entry capture tasks an unlimited time ahead use the reports as a basis for monitoring & forward planning

37 37 Additional features rapid checking of arrangements already in place (huge savings in time and effort in decision making) availability of the information from a single source means improved data quality errors, oversights, conflicts more readily identified & addressed before they impact use can be improved in an ongoing way

38 38 Using a database means… …using technology (tools) to work with data (content) to inform real people who then construct knowledge in order to do real things (actions) in real schools/communities… 1.Knowledge is always contextual !! 2.Knowledge changes, and is changed by, the context in which it is constructed

39 39 Knowledge, Action and Technology A quick review

40 40 Data Info Knowledge Concepts* - how we recognize things Data - records of events, characteristics, Information - organized, selected &/or summarized data Knowledge* - related information to enable prediction, basis of action [* require direct human initiative]

41 41 Action learning Experiences Products Explicit Knowledge Tacit Knowledge Insightful Questioning Practices (activities) Technology Shared Purposes Matching & available Working Knowledge Cost effectiveness

42 42 Knowledge & technology Technology We continually (co-)construct and (co-)reconstruct our knowledge* as we act and interact Devices embedded in Activities mediate Practices organized as utilize * Knowledge is both situated & emergent

43 43 Information Process (Summerdale) 1.Define – what do I really want to know? 2.Locate – where can I find what I need? 3.Select – what data do I really need? 4.Gather – how can I bring it together 5.Organize – how can I make it easy to use? 6.Present – how can I make it available? 7.Apply – how can I use the information? 8.Assess – what am I learning from this?

44 44 About information Only people can work with information Tasks with information –identify key data & likely sources –gather –organize into information –consider related information knowledge in a convenient, meaningful & timely fashion

45 45 Support website & Online Discussion Group

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