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“ Without accurate data to describe whether children are learning …

“ Without accurate data to describe whether children are learning …. a superintendent or board is hard pressed to explain the difference between the activities occurring in the district and the progress being made. It’s like an octopus on roller skates –

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“ Without accurate data to describe whether children are learning …

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  1. “Without accurate data to describe whether children are learning … a superintendent or board is hard pressed to explain the difference between the activities occurring in the district and the progress being made. It’s like an octopus on roller skates – there’s a whole lot of motion, but no guarantee that you are moving in any particular direction.” Supt. Gerrita Postlewait

  2. Improving School Board Decision Making: Accountability NSBA Annual Conference April 5, 2001 New Orleans Linda J. Dawson, president The Aspen Group International, Inc. Project Director, NSBF Data Connection

  3. Discussion Questions • What is your greatest fear about using data and why? 2. What is your greatest hope for your board in using good data? 3. What do you need to learn about data to be more effective?

  4. Getting Started: Our Objectives • Planfor focusing your board and aligning your district on student achievement • Learn about data, how to ask for it, how to use it for accountability community-wide • Practical test case for using data

  5. The Board’s Role in Student Performance 1. VISION: Build a community- based vision for student achievement • STRUCTURE: Ensure policies, operational plan and resources are in place to support vision • ACCOUNTABILITY:USE DATA TO ENSURE REASONABLE PROGRESS IS BEING MADE 4. ADVOCACY: Support district efforts for improvement throughout community

  6. “The only justifiable reason for organizational existence is the production of worthwhile results. Worthwhile results always relate to the satisfaction of human need. Whose needs, which needs, and what constitutes ‘satisfaction’ are the unending, subjective quandaries confronting a board. Resolving the important, even existential value dilemmas inherent in these questions, is the very heart of leadership in governance.” J. Carver

  7. Vision Leaders Set Goals with Stakeholders in your Community • Draft Mission and Goals • Link with Community … • Asking Great Questions • Revise Goals and Direct Staff to Achieve

  8. Readiness Checklist We have: • A written mission statement focused on student achievement? • Stated goals that are tied to our mission? • An expectation that everything we do, staff does, aligns with our mission? • An awareness that data will tell us if the mission is being accomplished?

  9. Vision Handouts • Sample mission statement worksheet • Sample statements from Fargo, North Dakota

  10. Do we want schools to continue merely adopting innovations? Or do we want schools to improve? If we collectively focus on goals and regularly measure the impact of methods, then we will get results.” Mike Shmoker

  11. Structure …to Achieve • Goals defined to achieve mission and put into policy. • Administration responds to goals with strategies. • Expectations of Instructional Program put into written policy and monitored.

  12. Structure Handouts 1. Developing Goals/End Results • Directing development of Strategies • Sample from Fargo, North Dakota • Policies on Instructional Program

  13. Accountability 1. Do you know your data? • valid • reliable • understandable • varied measures • authentic comparisons • longitudinal

  14. Readiness Checklist Do you have: 1. Data on student performance related to goals? 2. Disaggregated data? 3. Use data to plan staff’ development and staff performance pay? 4. Assessments based on district standards? 5. Assessment programs with multiple measures? 6. Staff use data to inform instructional decisions?

  15. Accountability Handouts • Match Definitions • How Boards Ask for Data • Data to Track Student Performance • What is Disaggregated Data? • What ?’s to Ask When Presented with Data • Sample Indicators: Fargo, ND • Board Member Code of Conduct • Superintendent Summative Evaluation

  16. Advocacy “We know that when individuals work together effectively, the product of their efforts will almost always be superior to the efforts of a single individual.” The Key Work of School Boards

  17. “There is a defining moment at hand, a rising opportunity to rebuild the partnership among schools, parents and citizens that can renew a civic responsibility for public education.” Annenberg Institute for School Reform

  18. Readiness Checklist • Do you have a schedule for linking with the community? • Have you established data to show student performance strengths and weaknesses? • Can you ask for partnerships to help realize student goals?

  19. Advocacy Handouts 1. Gathering Data in Your Community 2. Typical Linkage Groups 3. Setting Up Linkages 4. Community Group Linkage ?’s 5. Student Linkage ?’s 6. Securing Commitments in Rochester 7. How to Think About Data 8. Step by Step Calendar

  20. “The best way to persuade people is with your ears – by listening to them!” Dean Rusk former US Secretary of State

  21. Resources Documents not in the book and Training PowerPoint: www.schoolboarddata.org Order books/video: Inez Simonin at 703.838.6758 Questions/Training: Linda J. Dawson 303.478.0125 aspen@aspengroup.org On-Line Course:

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