9. Integrate
The Data System
Incentives and Skills
Time
"It is quite possible that there isn’t enough common planning time, even if the district has created additional shared professional development time" (Boudett, et al., 2013, p. 203).
Modeling the Work
“ . . . the most important way a school district’s leaders can support schools’ efforts to improve is to model the process, engaging in each step so that they have first-hand experience in what is involved" (Boudett, et al., 2013, p. 203).
- What Should Be Included? To support schools’ efforts to use data constructively create and maintain a student information system.
- How Should the Data Be Organized? Store student data at the individual level so that school teams have the flexibility to examine assessment results for students grouped in a variety of ways.
- What Software Should Be Used?
- Make or Buy?
- Who Has Access to What Data?
Incentives and Skills
- Assessment Literacy. Teachers and Administrators need to understand scales, benchmarks, and percentile ranks.
- Using the Data System
- Group Processes and Collaboration. Analyzing student assessment results needs to be done collaboratively.
- Developing, Implementing, and Assessing Action Plans.
Time
"It is quite possible that there isn’t enough common planning time, even if the district has created additional shared professional development time" (Boudett, et al., 2013, p. 203).
Modeling the Work
“ . . . the most important way a school district’s leaders can support schools’ efforts to improve is to model the process, engaging in each step so that they have first-hand experience in what is involved" (Boudett, et al., 2013, p. 203).
10. How We Improve
. . . at any one time there would ideally be many improvement cycles happening simultaneously at different levels of the educational enterprise" (Boudett, et al., 2013, p. 205).
Our Theory of Action
A hypothesis that draws a causal chain between actions and a desired outcome—for how improvement happens in schools and school systems:
IF educators . . .
model the Data Wise Improvement Process and ACE Habits of Mind in daily practice,
build the knowledge and skill of others to do the work of improvement,
think big and focus small,
act and adjust quickly, based on evidence, in order to see real change in
learning and teaching, and
capture and share learning as it unfolds,
(Boudett, et al., 2013, p. 207).
THEN . . .
this learning will build collective skill and confidence
so that everyone can extend the work of improvement throughout the organization, and learning and teaching for all children will improve.
Get Ready for Something Big
“With proper care, a delicate new beginning can lead to spirals and tendrils of growth that unfold into something bigger than you imagine" (Boudett, et al., 2013, p. 219).
"What are you going to do to change the world?" (Aten, 2018, personal communication)
A hypothesis that draws a causal chain between actions and a desired outcome—for how improvement happens in schools and school systems:
IF educators . . .
model the Data Wise Improvement Process and ACE Habits of Mind in daily practice,
build the knowledge and skill of others to do the work of improvement,
think big and focus small,
act and adjust quickly, based on evidence, in order to see real change in
learning and teaching, and
capture and share learning as it unfolds,
(Boudett, et al., 2013, p. 207).
THEN . . .
this learning will build collective skill and confidence
so that everyone can extend the work of improvement throughout the organization, and learning and teaching for all children will improve.
Get Ready for Something Big
“With proper care, a delicate new beginning can lead to spirals and tendrils of growth that unfold into something bigger than you imagine" (Boudett, et al., 2013, p. 219).
"What are you going to do to change the world?" (Aten, 2018, personal communication)