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A New Vision for Education Data Use. Course #: Course name Vision and Context Vision for Data Quality, Use and Coordination Across the New Jersey  Current.

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Presentation on theme: "A New Vision for Education Data Use. Course #: Course name Vision and Context Vision for Data Quality, Use and Coordination Across the New Jersey  Current."— Presentation transcript:

1 A New Vision for Education Data Use

2 Course #: Course name Vision and Context Vision for Data Quality, Use and Coordination Across the New Jersey  Current data initiatives in the Department – Data Coordination Group and Task Forces to drive key Department data initiatives – Actions underway to streamline collections, coordinate across department, and speed up processes  Paradigm shift in the capacity and functionality of NJ SMART – Since the beginning, NJ SMART was more commonly viewed by LEAs as the destination for submitting state and federal report data – New data collections and emerging functionality improve NJ SMART as a critical source for applying data in shaping strategy and policy for LEAs and NJ DOE  Professional development needed for DOE and LEA leaders to build capacity  Calculating and reporting student growth percentiles injects an additional indicator into NJ’s discussion and efforts to improve student performance

3 Course #: Course name Goals – Education Data Use in New Jersey  All DOE program areas use data from NJ SMART to inform policy decisions.  School and district accountability is based on student growth in addition to proficiency snapshots from year to year.  Principals are able to identify teachers, programs and interventions that are having the greatest success with student learning.  Students are tracked from pre-school to college and students are flagged for intervention at the earliest indication that they are off-track.  Principals are asking researchable questions, digging into data, and building action plans for improving instruction.  Parents and other public stakeholders are able to answer their questions about the performance of schools.  Districts do not have to submit duplicative data because all data are shared across DOE program areas.

4 Course #: Course name Satisfying NJ’s SFSF Data System Assurances  In 2009, New Jersey elected to receive $1.33 Billion in State Fiscal Stabilization Funds. As a condition of receiving these funds, New Jersey had to commit to improving results for all students and advancing education reform by: – Increasing teacher effectiveness and equitable distribution of highly qualified teachers. – Adopting rigorous college- and career-ready standards and assessments. – Targeted, intensive support and effective interventions to turn around struggling schools. – Establishing data systems and using that data for improvement at the district level.  The current phase of NJ SMART’s development will satisfy each of the data systems outlined in NJ’s SFSF application.  The NJ DOE is leveraging this opportunity to eliminate redundancies, streamline internal data collections, and promote easy and secure access to education data.

5 Course #: Course name Why Student Growth Percentile (SGP)? Learning and Teaching: The Concept of Status and Growth = Performance  College and career readiness as central goal – The central goal of New Jersey’s public education system is to teach the skills and knowledge necessary to ensure college and career readiness.  Status and growth as indicators of success – Though appropriate for making judgments about the achievement level of students at a school for a given year, status measures like point-in-time standardized test scores are inappropriate for judgments about educational effectiveness. – Learning is demonstrated by growth in student achievement from one point in time to another.

6 Course #: Course name Statewide Implementation Phases PhaseGoalsTimeframe Phase I Working with Preliminary Dataset Run the analyses and identify/develop various types of data displays Share preliminary 2010 data set with NJ DOE Finalize specific rollout strategy details Months 0-3 (Through July) Phase II Preparing for Rollout Create a technical advisory group for stakeholder buy-in and advisement Define the essential data use scenarios for technical advisory group users (principals and supervisors) as the primary consumers and users of growth data Months 4-7 (August – October) Phase 1: Working with Preliminary Data Set Phase 2: Preparing for Rollout Phase 3: Engaging Dissemination Groups Phase 4: Scaling Up and Rolling Out

7 Course #: Course name Statewide Implementation Phases PhaseGoalsTimeframe Phase III Creating Understanding and Action /Engaging Dissemination Groups Create training materials for professional development Disseminate growth data displays to leadership of NJASA (supervisors/administrators), NJPTA (parents), NJEA (teachers), NJSBA (school boards) and pilot districts Provide orientations to leadership of these groups on SGP and facilitate open conversations around use of growth scores and accountability Months 8-12 (October – January) Phase IV Scaling Up and Rolling Out Roll out growth data to entire state (public tools) Conduct trainings and facilitate feedback forums Present to membership at NJEA, NJPTA, and NJSBA conferences Monitor growth data usage Months 12 onward (2012) Phase 1: Working with Preliminary Data Set Phase 2: Preparing for Rollout Phase 3: Engaging Dissemination Groups Phase 4: Scaling Up and Rolling Out

8 Course #: Course name Student Growth Percentiles Video

9 Course #: Course name Traditional Presentation of Status Metrics

10 Course #: Course name Adding a New Dimension to Performance FemaleMale Advanced Partially Proficient

11 Course #: Course name Using Student Growth Percentile (SGP) SGP expands the conversation from “who’s proficient and who’s not?” to “are we creating an educational environment where all students are learning?”  Using individual SGPs to identify students in need of intervention – Which of these students are you concerned about? – Which of these students are successful?  Using median SGPs to identify successful practices at the school or classroom level – Which schools/classrooms are having the most success with their students?

12 Course #: Course name State Level Visualization

13 Course #: Course name District/School Visualization

14 Course #: Course name Based on what you learned from video, do you feel you had enough information to have these conversations at your school? What remaining questions to you have about growth?

15 Course #: Course name NJ SMART - Currently in Development ModuleDescription Student Growth  Use assessment data to calculate student growth measures according to the student growth percentile model selected by NJ DOE  Link student assessment data year-to-year and provide state, district, and school leaders with the capacity to quantify student growth from one year to the next Graduation  Provide the State of New Jersey with a graduation measure that is accurate and consistent with federal standards  Assign each student to a specific cohort, track individual student’s progress towards graduation, and update that progress as official data becomes available to classify their grade-level cohort status Discipline  Link NJ SMART to New Jersey’s Electronic Violence and Vandalism Reporting System (EVVRS)  Provide data to reveal longitudinal patterns of violence which can be used to inform strategies to help keep students and their schools safe

16 Course #: Course name NJ SMART - Currently in Development ModuleDescription Post-Secondary  Expand NJ SMART from a K-12 longitudinal data warehouse to a K-20 longitudinal data warehouse by linking NJ SMART with National Student Clearinghouse data  Provide districts and schools with information about actual post graduate enrollment, persistence, and accomplishment Staff and Certification  Collect and track the levels of education and certification of school faculty members across all public districts, schools and grades  Assign a unique identification number in the system through a series of proprietary algorithmic steps so that longitudinal matching of records across all NJ SMART submissions and NJ DOE analysis can be performed Course and Section  Collect the necessary data to track which students are participating in specific courses as well as identify the educators teaching these courses  Load standardized course codes, student rosters, teacher assignments, and other relevant course and section data and validate business rules as defined by NJ DOE

17 Course #: Course name NJ SMART - Currently in Development ModuleDescription Data Expansion  Expand the capacity of data collected by NJ SMART and thus build on the foundation already established for collecting, linking, and storing data longitudinally  Consolidate DOE collections to ease the burden on school districts while ensuring high data quality Professional Development  Design and develop a series of professional development workshops  Provide workshops that focus on increasing data quality and data use for district and school improvement planning Business Intelligence Tool  Develop and support a tool capable of performing advanced statistical analysis and analytical functions necessary for ad-hoc querying of the data  Provide professional development to state-level users Public/Community Access Tool  Allow public users the ability to view and download de-identified student data through a simple web interface  Provide official aggregate data that has been cleansed according to a policy established by the NJ DOE

18 Course #: Course name Where NJPSA Can Help Inform the SGP Conversation…  Provide insight on the delivery, visualization and use of student growth data  Provide a conduit for educational opportunities related to data collections, data use and professional development  Serve as DOE and PCG’s partner in facilitating conversations among key education stakeholder groups, specifically regarding student growth percentiles, professional development opportunities, post secondary data, and public/community access portal

19 Course #: Course name  What is Growth?  Individual SGP  Aggregate SGP  Wrapping Up Available Resources ToolsTraining & Assistance  NJ SMART Data Warehouse  Materials from instructor-led course, Using Student Growth Percentiles  Using Student Growth Percentiles Course  NJPSA  NJ SMART Help Desk o o  Help tab at

20 Thank You!


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