1. Using Data to Improve Student Achievement Aimee Rogstad Guidera August 2, 2012 On the Web: DataQualityCampaign.org On Twitter: @EdDataCampaign August 2 nd, 2012

2. Setting the Context: Why Data MatterWhy Data Matter

3. Decisions, Decisions…… In your personal life? At work? Did you have the data you needed?

4. Moving from Dartboards to Dashboards: Incorporating Data into Practice In the education sector, leaders… o Make decisions by hunch or anecdote o Throw darts hoping to hit the bullseye In all other sectors, leaders… o Make decisions based on data o Have dashboards at their fingertips To get from here to there, leaders… o Must lead a culture change o Support data use for continuous improvement

5. Changing the Culture Around Data Use

6. Every State Has the Technical Capacity to Empower Education Stakeholders with Data 36 states have all 10 Elements, up from zero in 2005

7. But They Havent Yet Acted on that Capacity to Provide Stakeholders with Meaningful Data No state has all 10 Actions 10 State Actions 1.Link P-20/W Data Systems (11 states) 2.Create stable, sustained support (27) 3.Develop governance structures (36) 4.Build data repositories (44) 5.Provide timely data access (2) 6.Create individual student progress reports (29) 7.Create longitudinal reports (36) 8.Develop research agenda (31) 9.Build educator capacity (3) 10.Raise awareness of available data (23)

8. ImperativeAction# of states Link data systems across P-20 and the workforce to answer key questions 1. Link state K-12 data systems with early learning, postsecondary, workforce, and other 11 2. Create sustainable support for LDS27 3. Develop governance structures to guide LDS36 4. Build state data repositories44 Ensure that appropriate data can be accessed while protecting privacy 5. Provide timely role-based access to data2 6. Create progress reports with student-level data for educators, students, & parents to make individual decisions 29 7. Create reports with longitudinal statistics to guide change at system level 36 Build capacity of all stakeholders to use longitudinal data 8. Develop a research agenda31 9. Implement policies to ensure educators know how to use data appropriately 3 10. Raise awareness to ensure all key stakeholders know how to access and use data 23 39 states cannot link data 48 states dont provide timely access to data 47 states have not taken steps to build educator capacity Data Are Not Linked and Accessible, and Stakeholders- like you- Do Not Have Capacity To Use Data OR is missing Actions 1, 5, 8, 9, and 10

9. Conversations are changing… Link data across systems Ensure appropriate access Build capacity for use …but theres more work to be done to support effective data use… …and that requires tackling tough territory. TurfTrust Technical Issues Time As a result of states progress…

10. Building Capacity is Necessary to Support Data Use States have made great progress on building data systems, and now need to shift focus towards building capacity in three ways to ensure effective data use. Responsibilities and Relationships: State agencies, as well as the districts they serve, need to take on collaborative roles that help to build capacity to deliver necessary data to meet education goals. Invest in People: States must work to invest in people by not only delivering the hard skills of data use, but also work through peoples data hang ups to ensure effective data use. Oregon is a leader! The OEIB and the states new governance policies demonstrate that OR is committed to viewing the work of education as a cross-state responsibility in which everyone has a stake. Oregon is a leader! The Oregon DATA Project is a shining example of a state effectively investing in its people, and seeing results in student achievement. Systems: States need to continue to invest in the necessary infrastructure and technical issues at every level to ensure that quality data is effectively and efficient delivered to stakeholders

11. By Working Together, We Get There Faster Higher Capacity District Lower Capacity District State Improved Student Outcomes When states and districts collaborate around data use, each single entity and the entire system can gain more powerful results- improving student achievement and system performance.

12. Connecting Education Data and Decisions Increasing Teacher Effectiveness o Do my states policies ensure a measurably effective educator workforce? o With which students am I consistently most effective? Ensuring College and Career Readiness o Are my states policies and data systems aligned to ensure that expectations in P–12 support student success in postsecondary education? o Which courses should I take to ensure that I am prepared to take credit-bearing courses in college?

13. How Will We Know When We Are Successful? When all education stakeholders demand and use quality data to make decisions

14. Do you have what you need? »What are the 3 most critical pieces of information you need to do your job? »When do you need them? In what format? »What information/data do you now have that you cant live without? »What do you need from the state? Your district? your colleagues actionable? Different use of time? Training? Tools?

15. From Compliance……To Service Systems worked at cross-purposes Data were not high quality, consistent or comparable State system was designed to meet state needs and for compliance Low-capacity districts struggled to collect/use data to inform decisions Unnecessary duplication of efforts is avoided Data are provided within context of surrounding districts and schools State approaches work as customer service entity Lessons learned can be leveraged and scaled across the state Maximize data investments Build district capacity Meet stakeholder needs Ensure data comparability