How Data Personalizes Learning and Improves Accountability

>>> GOOD AFTERNOON.

I AM CHIP SLAVEN AND I WANT TO

THANK YOU FOR JOINING US AND

HAVING THE RIGHT EDUCATION AND

DATA CAN IMPROVE EDUCATION AND

PROVIDING STUDENTS A MORE

PERSONALIZED WAY TO LEARN.

WE WILL SPEND A PORTION OF

TODAY’S DISCUSSION AND

PERFORMANCE FOR SCHOOLS AND

TEACHERS.

IT’S PART OF THE BUILD UP FOR

THE 2015 DIGITAL LEARNING DAY

SCHEDULED FOR FRIDAY MARCH 13th.

I WANT TO ENCOURAGE YOU TO GO TO

THE LEARNING DAY WEBSITE AT AND

LEARN MORE ON THE NATIONAL AND

GLOBAL CELEBRATION OF THE

TEACHING AND LEARNING CAN HELP

YOU AND YOUR SCHOOL DISTRICT

LEARN MORE ABOUT DIGITAL

LEARNING AND PERSONALIZED

LEARNING.

FOR THOSE OF YOU ON TWITTER IT’S

HASHTAG DADY.

WE WANT YOU TO ASK QUESTIONS AND

IF YOU HAVE A QUESTION YOU CAN

SUBMIT IT BY USING THE QUESTION

BELOW THE WINDOW.

I WILL TURN TO THEM FROM TIME TO

TIME AND GET THE PANEL LISTS AN

OPPORTUNITY TO ADDRESS THEM.

I AM JOINED WITH TWO GUESTS AND

FIRST JOINING ME HERE IS

KINGSLEY KINGSLEY AND ASSOCIATE

DIRECTOR FOR LOCAL POLICY AND

ADVOCACY AND DATA QUALITY

CAMPAIGN.

HE HELPS STATE POLICY MAKERS

IMPROVE THE AVAILABILITY AND USE

AMONG LEADERS AND WORKING INSIDE

AND OUTSIDE OF SCHOOLS FOR

SUCCESS.

HE SERVED OVER THE LEAGUE OF

CITIES FOR YOUTH EDUCATION AND

FAMILIES WHERE HE PROVIDED

LEADERSHIP PROGRAM AND TECHNICAL

ASSISTANCE TO CITIES SEEKING TO

USE DATA IN NEW AND MORE WAYS.

KINGSLEY’S AUTHOR IS ON

PERFORMANCE, CITY WIDE

INFORMATION SYSTEM AND

ECONOMICS.

AS A WATSON FELLOW HE STUDIED IN

AFRICA, CHINA.

OUR OTHER PANELIST IS MY FIND

AND COLLEAGUE BOB ROTHMAN.

PREVIOUSLY BOB WAS EDITOR FOR

THE SCHOOL OF REFORM WHERE HE

EDITED THE MAGAZINE, VOICES IN

EDUCATION AND HE WAS A STUDY

DIRECTOR AT THE NATIONAL

RESEARCH CENTER AND LEAD A

COMMITTEE ON FEDERAL TITLE ONE

PROGRAM.

HE REPRODUCED THE REPORT

TEACHING AND LEARNING AT RICHARD

F ELMORE AND LEAD A COMMITTEE ON

TEACHER TEXTING.

BOB HAS WORK WINDOW THE CHIEF

AND NATIONAL CENTER EDUCATION

AND WAS REPORTED FOR EDUCATION

WORK.

HE HAS WRITTEN NUMEROUS REPORTS

ON A WIDE RANGE OF EDUCATION

ISSUES AND EDITOR OF CITY

SCHOOLS.

FEWER CLEARER HIGHER AND HOW THE

COMMON STANDARDS CAN CHANGE THE

PRACTICE AND SOMETHING IN

PRACTICE.

HE HAS A POLITICAL SCIENCE

DEGREE FROM YALE AND KINGSLEY

AND BOB, I LOOK FORWARD TO A

GREAT DISCUSSION.

WE TRULY LIVE IN AN INFORMATION

AGE.

WHEN IT’S USED APPROPRIATELY IT

CAN HELP TO TRANCE FORM

EDUCATION LIKE IT’S DONE AROUND

THE WORLD.

IT CAN IMPROVE THE ACHIEVEMENT

GAP FOR STUDENTS.

IT CAN BE A TOOL FOR TEACHERS

FOR A LEARNING EXPERIENCE FOR

ALL STUDENTS ALLOWING THEM TO

LEARN ON THEIR OWN P STYLE AND

PACE TO MASTER AND PERFORMANCE

DATA EACH ECONOMIC UNIT OR

SUMMIT THAT’S NECESSARY FOR THEM

TO SUCCEED AND GRADUATE IN

SCHOOL AND BE A SUCCESS IN LIFE.

IT CHANGES THE CLASSROOM FROM

ONE THAT OPERATES LIKE AN

ASSEMBLY LINE.

IT’S TO ONE THAT USES A

PORTFOLIO OF OPPORTUNITIES AND

GUIDING THEM TO SUCCESS.

LIKE WISE, THE DATA PROVIDES AN

ARRAY OF INFORMATION ABOUT

SCHOOL PERFORMANCES AND

PRACTICES RATHER THAN A STANDARD

NUMBER THAT YOU GET ON A TEST

SCHOOL.

TO SHOW IF THEY’RE SUCCEEDING IT

CAN BE VALUABLE AND THEY’RE

CALLED DATA DASH BOARD.

ONE WILL FOCUS ON A REPORT

WRITTEN BY BOB ROTHMAN CALLED

DATA DASH BOARD.

ALL ACROSS THE STATION STATES,

DISTRICTS AND SCHOOLS ARE

EXPLORING HOW TO USE IT FROM

OFFERING PERSONALIZED LEARNING

AND ACCOUNTABILITY MEASURES FOR

SCHOOL.

IT HIGHLIGHTS HOW THE DASH

BOARDS CAN GO BEYOND THE TEST

SCORE WHEN ACHIEVING ACCESSMENT

BY PROVIDING MORE TRANSPARENT

AND PRECISE WAYS TO TRACK

PERFORMANCE, MONITOR

ACCOUNTABILITY AND INSURE THAT

MOST STUDENTS ARE NOT LOST IN

THE NUMBERS.

WE WILL LEARN MORE BUT FIRST

WE’RE GOING TALK ABOUT DATA IN

GENERAL AND HOW IT’S USED IN

EDUCATION AND HOW AND THE ROLL

IT CAN PLAY.

WITH THAT I WOULD LIKE TO ONCE

AGAIN WELCOME THE PANELS AND

JUMPED INTO DISCUSSIONS AND

START WITH CRIS.

>> I RESPECT THE VALUABLE WORK

THAT YOU’RE DOING, BUT FOR THOSE

OF YOU THAT ARE NOT FAMILIAR

WITH THE DATA CAMPAIGN, I WAS

HOPING THAT YOU CAN TELL US A

LITTLE BIT ABOUT THE ORGANIZE

NATION AND WHAT ARE SOME OF THE

THINGS THAT YOU’RE WORKING ON

NOW.

>> YEAH, THANK YOU.

WE DO GREAT WORK AND THRILLED TO

BE HERE.

IT WAS FUN TO HAVE THE

OPPORTUNITY TO COME OVER HERE

AND HAVE A CONVERSATION ABOUT

IT.

DATA QUALITY CAMPAIGN MISSION IS

THAT EVERYBODY THAT HAS A STAKE

IN THE EDUCATION FROM PARENTS

AND POLICY MAKERS AND TEACHERS.

EVERYBODY HAS THE INFORMATION

THAT THEY NEED BECAUSE WHEN THEY

HAVE THAT INFORMATION, THEY

MANGE BETTER DECISIONS.

WE CAN POINT TO OVER THE LAST

DECADE OR SO OF WORK IN THE

STATE LEVEL IN TERMS OF THE

SCOPE AND THE QUALITY OF THE

INFORMATION THAT WE COLLECT AND

HAVE, AND WHAT I AM EXCITED

ABOUT IS BOB YOUR REPORTS GOES

TO AREAS TO IMPROVE.

WE CAN JUST GET INTO THAT.

>> WELL THAT’S GREAT.

ONE OF THE THINGS THAT YOU YOU

FOCUSED ON IS STATE DATA AND

STATE LONGITUDE DATA.

CAN YOU TELL US MORE IN DEPTH ON

HOW IT’S IMPORTANT TO COLLECT

THE DATA AND WHAT THEY’RE DOING

WITH IT AND WHAT IS IT FOR

PEOPLE THAT DON’T KNOW WHAT IT

MEANS.

>> YEAH, IT’S AN AWFUL NAME.

I THINK THIS THERE’S A

PERCEPTION THAT THEY’RE PLACES

WHERE THE DATA GETS PASSED UP

AND SITS THERE.

THERE’S A COUPLE OF WAYS IN

WHICH THEY HAVE A UNIQUE ROLE.

ONE IS THAT THEY HAVE MAYBE

BETTER THAN ANYBODY ELSE A

BIRD’S EYE VIEW AND THAT’S

REALLY IMPORTANT.

IT’S IMPORTANT TO POLICY MAKERS

WHEN THEY’RE THINKING OF

INSURING THAT ALL STUDENTS HAVE

ACCESS TO QUALITY EMG CASE.

IT’S IMPORTANT TO PARENTS AND

BEING A BETTER ADVOCATE AND THE

OPPORTUNITIES THAT THEY HAVE.

THAT’S THE HORIZONTAL PIECE OF

THE DATA SYSTEMS AND THAT’S

CRUCIAL.

BEYOND THAT TO YOUR QUESTION ON

LONGITUDINAL DATA, THAT’S JUST

DATA TRACKED OVER TIME ON

SCHOOLS AND SOMETIMES INDIVIDUAL

STUDENTS.

THE INCITE IS THAT THIS IS

REALLY VALUABLE INFORMATION

BECAUSE IT’S THE WAY THAT YOU

GET AT STUDENT GROWTH COMPARED

OTHER SCORES AND SCHOOLS THAT

ARE DOING A TERRIFIC JOB GET THE

CREDIT THAT THEY DESERVE AND

GETTING THE STUDENTS UP TO WHERE

E WITH WANT THEM TO BE AND

COLLEGE AND CAREER READY.

THAT’S ONE IMPORTANT POINT AND

THEN IF YOU HAVE THE

LONGITUDINAL DATA AND THE ABC’S

YOU CAN BEGIN TO LOOK AT WHERE

STUDENTS ARE FALLING OFF TRACK.

RIGHT AND TO INTERVENE EARLIER

AND THE STRUCTURES THAT EXIST.

I THINK THAT WE CAN GET INTO A

COUPLE OF OTHER ASPECTS OF THE

WORK.

ONE THING IS THAT ALL F O

INFORMATION AND THE STATES HAVE

AND THE DISTRICT FOR THAT MATTER

IT DOES NOT MATTER IF WE CAN TO

NOT GET IT TO THE RIGHT PEOPLE

AND TIME.

ONE OF THE FOCUS IS ASKING

QUESTIONS AND WORKING CLOSELY

WITH THE PARTNERS IN SCHOOLS TO

UNDERSTAND AND WHAT FORM THAT WE

NEED TO DELIVER THOSE AND WHAT

NEEDS TO BE ON THEM.

>> YEAH, THAT’S SOME REALLY GOOD

POINTS.

ONE THING THAT’S ALWAYS

IMPORTANT WHEN IT COMES TO DATA

IS ASKING THE LOCAL PEOPLE WHAT

DATA AND THE TEACHERS TO INFORM

THEM.

THIS IS A GOOD TIME TO MOVE AND

TALK ABOUT PERSONALIZED.

BOB, I WANT TO TURN TO YOU.

ONE OF THE THINGS ON THE

ALLIANCE IS PERSONALIZED

LEARNING AND MOVING GO A SYSTEM

THAT UTILIZED PERSONALIZED

LEARNING AND PARTICULARLY IN

WAYS THAT WE CAN ACCELERATE AND

IN SIMPLE TERMS IT ENABLES THE

CLASSROOM TO ADAPT AND THE NOT

THE STUDENT HAVING TO ADAPT THE

NEEDS TO THE CLASSROOM.

BOB, IF YOU CAN TELL US HOW YOU

THINK THAT IT CAN OFFER THE

RICHER AND DEEPER PERSONAL

LEARNING EXPERIENCE AND GIVE US

A DEFINITION OF WHAT PEOPLE ARE

LEARNING AND WHAT IS THAT THAT

WE’RE TALKING ABOUT WHEN WE TALK

ABOUT DEEPER LEARNING.

>> WELL, WE DEFINE IT AS A SET

OF COME PATENCY THAT STUDENTS

NEED TO DEVELOP TO SUCCEED IN

COLLEGE AND THE WORKPLACE AND A

COMMUNITY AS A CITIZEN.

THESE YOU INCLUDE A MASTERY OF

CORE CONTENT, AND THE ABILITY TO

USE THAT KNOWLEDGE TO SOLVE

PROBLEMS AND TO THINK CRITICALLY

AND COMMUNICATE AFFECTIVELY AND

COLLABORATE WITH PEERS.

FROM A DATA POINT OF VIEW THE

SINGLE TEST IS UNLIKELY TO

MEASURE ALL OF THOSE

COMPETENCIES, SO WE NEED A

BROADER ARRAY OF DATA TO SEE IF

THEY’RE USING THEM AND

PROGRESSING OVER TIME.

THE PERSONALIZED ASPECT IS

LOOKING AT GROWTH OVER TIME AND

MAKING SURE THAT EACH STUDENT IS

PROGRESSING AND IT’S NOT WHAT

SPECIFICALLY TEACHERS AND PEERS

CAN DO TO CONTINUE STUDENTS

ALONG THAT SO THAT THEY DO END

UP WITH THE COMPANY THAT IS THEY

NEED TO DEVELOP.

>> ARE THERE ANY EXAMPLES THAT

YOU CAN GIVE OR SCHOOLS OR

PROGRAM WHERE WE’RE SEEING

DEEPING LEARNING TAKING PLACE IN

EDUCATION?

>> THERE ARE HUNDREDS ACROSS THE

COUNTRY, AND THE NUMBER IS

GROWING.

ONE IS A SCHOOL THAT I HAPPEN TO

HAD THE PRIVILEGE OF VISITING IN

HAYWOOD, CALIFORNIA.

IT’S IN THE SAN FRANCISCO AREA

OF VISION SCHOOLS.

THERE THE SYSTEM IS REALLY BUILT

AROUND PERFORMANCE ACCESSMENTS.

STUDENTS IN ORDER TO GRADUATE

HAVE TO COMPLETE A PORTFOLIO

THAT THEY HAVE DEMONSTRATED THE

ABILITIES IN A VARIETY OF AREAS,

AND THEN THEY HAVE TO DEFEND

THAT PORTFOLIO BEFORE A PANEL OF

ADULTS MUCH AS A PH.D STUDENT

COULD DEFEND A DOCTOR

DISORIENTATION BEFORE A GRADUATE

COMMITTEE.

IT’S GRUELING AND STUDENTS DO

NOT ALWAYS SUCCEED ON THE FIRST

TRY, BUT IT’S A REQUIREMENT, AND

IT’S CHANGED EVERYTHING IN THE

SCHOOL.

>> IS IT SAFE TO SAY THAT IT’S A

QUESTION TALKING ABOUT A SYSTEM

LIKE THAT THAT IN ONE SENSE I

LOOK THAT THE STUDENT IS NOT

FAILING JUST TAKING LONGER TO

GET THERE.

IS THAT A FAIRWAY TO LOOK AT IT?

>> ABSOLUTELY.

IT’S NOT A PASS OR FALL BUT A

PASS AND NOT PASS YET.

>> YEAH, YOU HAVE DATA AND HOW

IT’S BEING USED IN SCHOOLS, CAN

YOU ONE OR TWO EXAMPLES FROM THE

DATA QUALITY CAMPAIGN POINT OF

VIEW FROM WHERE YOU’RE SEEING

SUCCESS AND WHAT OTHER SCHOOLS

CAN LOOK AT.

>> YEAH, ABSOLUTELY.

ONE MADE TO US WE THE COUPLE OF

DOZEN DISTRICT LEADERS THAT WE

PULLED TOGETHER LATE LAST YEAR

AND ASKED THEM TO HELP US GET

SMART ON WHAT ARE YOU DOING

THAT’S DIFFERENT THAN BEFORE.

THEY MADE THE POINT FIRMLY THAT

DATA IS NOT INDEPENDENT FROM THE

REST OF THE WORK THAT THEY DO.

IT EMBEDDED IN THE WORK THAT

THEY DO.

THEY WANT TO STRESS SO THAT THEY

DO NOT HAVE IT OFF AND THEY HAVE

A PROFESSIONAL†– YOU GO BACK TO

DOING YOUR ORIGINAL JOB.

THERE ARE TWO DISTRICTS THAT DO

THE GREAT WORK THAT WE HAVE SEEN

OUT THERE.

ONE IS NASHVILLE WHERE UNDER THE

LEADERSHIP THEY ARE THE

CONVERSATION STARTER.

IT’S WHAT THEY USE AND IT’S IN

EVERY SCHOOL AND ALL THE TIME

AND ALL OVER THE DISTRICT.

HE USE IT AS A BASIS FOR THE

PROFESSIONAL DEVELOPMENT.

SHE IS MEETING WITH PRINCIPALS

ALL THE TIME FOR THE DATA IN THE

SCHOOLS AND ONE PRINCIPAL SAID

TO US AND IT’S A VIDEO OF A

QUALITY CAMPAIGN.ORG AND SAYING

THAT I MEET WITH EVERY STUDENT

IN MY SCHOOL ONCE A YEAR TO TALK

TO THEM ABOUT THEIR INFORMATION

BECAUSE IF I CARE, THEY WILL

CARE.

ANDY WANTS TO MAKE IT EXPLICABLE

TO THEM.

THIS IS JUST A NUMBER ON A PIECE

OF PAPER.

THE OTHER BEST EXAMPLE IS HERE

IN WHERE THE CHARTER PUBLIC

SCHOOL HAD A PERSISTENT PROBLEM

WITH ENGLISH LEARN ERLANG AND

NOT GETTING THE SUCCESS THAT

THEY WANTED TO AND AWARE OF IT

AND SELF-CONSCIENCE ABOUT IT,

AND SO THEY SPENT SOME TIME

DIGGING INTO THE DATA AND WHAT

THEY DID THAT CHANGED THE STORY

FOR THEM IS THAT THEY STARTED TO

TALK ABOUT INFORMATION IN TERMS

OF SKILLS AND NOT A FORMATIVE

NUMBER ON A TEST.

HERE IS WHAT YOU’RE GREAT AT AND

NEED ADDITIONAL WORK AND HERE

ARE THE KIND OF SKILL BUILDING

ACTIVITIES THAT WILL BUILD WHAT

YOU NEED.

THEN THEY BROUGHT THE PARENTS

IN.

THEY HAD THE STUDENTS TALK ABOUT

THE INFORMATION AND PRESENT THE

INFORMATION TO STUDENTS AND IN

MANY CASES THIS WAS CRUCIAL

BECAUSE THE PARENTS THEMSELVES

WERE NOT GREAT ENGLISH SPEAKERS.

AFTER A YEAR AND A HALF THEY SAW

BY FAR THE LARGEST GROWTH IN DC

JUST A YEAR AGO.

THEY WAS TREMENDOUS.

>> THAT’S FANTASTIC.

THERE ARE GREAT THINGS GOING ON

AROUND THE COUNTRY AND DEEPER

LEARNING AND THE DATA.

WE HAVE TO EXPAND THE EFFORTS.

THIS IS A GREAT TIME AND WE’RE

GETTING QUESTION IN, AND I AM

GOING TO GO AHEAD AND ASK ONE.

SO WE HAVE A QUESTION FROM IOWA

CITY, IOWA.

HOW DOES THE SELF-ACCESSMENT FIT

INTO THE IDEA OF SUPPORTING

PERSONAL SAGS?

>> I WILL START OUT AND TO ME

THAT’S AN INCREDIBLY IMPORTANT

PART PERSONALIZED DATA AND

TALKING OF THE INTEREST AND THE

THINGS THAT THEY’RE GOOD AT OR

NOT SO GOOD AT, AND AS THEY’RE

GOING THROUGH AND TAKING THE

FORM AND IT CAN BE DUB DONE

HOURLY, SEEMS TO ME THAT THEY’RE

ALWAYS SELF-ACCESSING

THEMSELVES, AND THAT’S ONCE A

GAIN IS THAT THEY’RE NOT REALLY

FAILING, THEY HAVE NOT ACHIEVED

THE GOAL YET.

THEY’RE STILL WORKING ON IT.

BOB, I WILL START BACK TO YOU

AND THEN GO BACK TO CHRIS ON

SELF-ACCESSMENT AND WHERE IT

FITS IN.

>> I AM GOING TO SUGGEST ANOTHER

ASPECT OF THAT.

ONE POWERFUL WAY THAT SCHOOLS

ARE FINDING OUT AT THE CLASSROOM

OR THE SCHOOL LEVEL ABOUT SCHOOL

PRACTICES IS BY SERVING

STUDENTS.

THEY FOUND THAT THE STUDENTS ARE

HONEST.

THEY PROVIDE MUCH MORE REALISTIC

PICTURES OF WHAT IS GOING ON IN

THE CLASSROOMS AND THAT

INFORMATION CAN BE USED BY

PRINCIPALS, BY DISTRICTS TO FIND

OUT WHERE THINGS ARE WORKING AND

WHERE TEACHERS MIGHT NEED TO

MAKE SOME ADJUSTMENTS, SO THAT’S

WAY THAT THE STUDENT DATA REALLY

AFFECTS THE LEARNING

ENVIRONMENT.

YOU CAN SAY MORE ABOUT†–

>> YEAH, I CAN BUILD ON THAT AND

BY NO MEANS ARE WE EXPERTS IN

CLASSROOM DATA USE BUT TWO

THINGS THAT I POINT TO HAVE

EDUCATORS THAT WILL SAY THAT

THERE’S AN AWFUL LOT OF TESTING

GOING ON AND I WANT TO SEE IF WE

CAN LOSE SOME OF IT.

THE FORWARD IN TEST IS WHAT IS

GETTING YOU THE INFORMATION THAT

YOU NEED TO TEACH?

IT’S THE THING THAT YOU WANT TO

BE FOCUSED ON IF YOU HAVE TO

PICK WHERE YOU’RE SPENDING THE

ENERGY.

THE OTHER THING IS HOW CRUCIAL

IT IS IN THE CONVERSATIONS.

IF WE’RE EXPECTING THE DATA TO

BE IMBED AND THAT’S WHAT FOLKS

SAY WORK.

YOU’RE RELYING ON THE SCHOOL

LEADERS AND TEACHERS AND

STUDENTS TO HAVE A SENSE OF HOW

TO INTERPRET AND USE THE

INFORMATION TO GUIDE THEIR OWN

LEARNING.

THAT’S AN AREA FOR FURTHER

CONVERSATION AND BOTH STATES AND

DISTRICTS.

>> GREAT ANSWERS AND QUESTION.

SO WE HAVE SORT OF LAID THE

FOUNDATION FOR TALKING ABOUT HOW

THE INDIVIDUAL STUDENTS CAN BE

IMPACTED BY THE DATA AND

PERSONALIZED LEARNING.

NOW, TO THE MEAT OF THE

DISCUSSION AND THAT’S BOB’S

PAPER AND DATA DASH BOARDS AND

WHAT THEY ARE AND HOW THEY FIT

IN.

THE PAPER IS CALLED DATA DASH

BOARDS ACCOUNTING FOR WHAT

MATTERS.

BOB, TELL US WHAT IS DATA DASH

BOARD, AND WHAT MOTIVATED YOU TO

WRITE THE PAPER AND WHY.

>> WELL, DATA DASH BOARD IS

SIMPLY AN ARRAY OF INFORMATION

ABOUT SCHOOLS OR SCHOOL DISTRICT

PERFORMANCE THAT SCHOOLS CAN USE

TO HOLD THEMSELVES ACCOUNTABLE

AS WELL AS DISTRICTS AND STATES

CAN USE THE HOLD THE SCHOOLS

ACCOUNTABLE.

IT GOES BEYOND A SINGLE TEST

SCORE OR AN INDEX OR LETTER

GRADE TO SHOW EXACTLY WHAT

SCHOOLS ARE DOING IN A NUMBER OF

AREAS.

IT’S CALLED A DASH BOARD BECAUSE

LIKE A†– ON A REAL DASH BOARD

IT PROVIDES A VARIETY OF O

INFORMATION THAT SCHOOLS CAN ACT

ON.

IT DOES NOT JUST PROVIDE A SPE

COME TER SO THAT YOU KNOW HOW

FAST YOU’RE GOING, IT TELLS YOU

IF YOUR OIL PRESSURE IS LOW AND

RUNNING OUT OF GAS.

YOU NEED THAT INFORMATION TO

MAKE THE CAR RUN AFFECTIVELY,

AND SCHOOLS NEED TO COLLECT AND

MONITOR AND HOLD THEMSELVES

ACCOUNTABLE FOR INFORMATION AND

THE SCHOOLS.

WE’RE SEEING THAT SCHOOLS WERE

CONSTRAINED A LITTLE BY THE

STATE SYSTEMS THAT RELY ON

SINGLE MEASURE LIKE TEST SCORES

OR AN INDEX THAT SCHOOLS FOUND

HARD TO INTERPRET AND WE SAW

SOME EXAMPLES FROM THE DISTRICT

LEVEL WHERE DISTRICTS HAD

DEVELOPED THESE DASH BOARDS AND

SCHOOLS WERE SEEING SOME

POSITIVE AFFECTS FROM IT, SO WE

WANTED TO HIGHLIGHT THAT AND

MAKE THAT AVAILABLE AS AN OPTION

FOR THE STATES AS THEY REDESIGN

THE ACCOUNTABILITY SYSTEM.

>> SO YOU TALK†– AND THE PAPER

IT’S EXCELLENT.

GO TO THE ALLIANCE AND READ IT

AND DOWNLOAD IT.

IT’S INCREDIBLE VALUABLE

INFORMATION.

I WAS STRUCK IN THE BEGINNING

WHEN YOU STARTED THE PAPER AND

TALKING ABOUT THE MONROE COUNTY

GEORGIA DISTRICT ASK HAVING SOME

CHALLENGES AND CAN YOU TELL US A

LITTLE BIT ABOUT WHAT WAS GOING

ON IN MONROE COUNTY, AND WHAT

HAPPENED AND WHAT THEY DID?

>> MONROE COUNTY IS A DISTRICT

WITH A LARGE AREA.

IT’S NOT A HUGE SCHOOL DISTRICT

OR POPULATION.

IT’S IN THE CENTER OF THE STATE.

ABOUT 56†PERCENT OF STUDENTS ARE

LOW INCOME, AND THEY WERE

FINDING IN THE EARLY 2000 THAT A

LOT OF SCHOOLS WERE STRUGGLING

AND WHEN NO CHILD WAS LEFT

BEHIND INACTED IN 2002, A NUMBER

OF THE SCHOOLS WERE NOT MEETING

THE YEARLY PROGRESS AND IN NEED

OF IMPROVEMENT.

THEY HAD HEARD SOME

PRESENTATIONS FROM THE ORIGINAL

ORGANIZATION ABOUT THE IDEA OF

WHAT THEY WERE CALLING A BALANCE

SCORE CARD AND THAT’S A PERSON

OF DATA DASH BOARDS THAT COMES

PARTLY FROM BUSINESS.

THIS IS THE WAY THAT A LOT OF

BUSINESS’S OPERATE.

THEY DO NOT JUST LOOK AT STUDENT

OUTCOMES OR FINANCIAL OUTCOMES,

THEY LOOK AT A VARIETY OF

INFORMATION ABOUT PRACTICES AND

A NUMBER OF OUTCOMES SO THAT

THEY CAN PINPOINT PROBLEMS AND

PUT RESOURCES TO THEM AND

ADDRESS SPECIFIC PROBLEMS AND

SPECIFICALLY LOOK AT PRACTICES

SO THAT THEY COULD ADDRESS

PROBLEMS BEFORE THEY AFFECTED

THE OUTCOMES.

OVER A DECADE THEY HAD PROGRESS

AND DESIGNATED A TITLE ONE

DISTINGISHED SCHOOL.

THE COUNTY VOTED TWICE FOR A TAX

INCREASE IN THE EDUCATION.

THEY HAVE BEEN SUCCESSFUL WITH

THE SYSTEM AND SPREADING TO

OTHER DISTRICTS THROUGHOUT THE

STATE.

>> THERE’S BEEN A BUY IN FROM

THE COMMUNITY.

>> VERY MUCH SO.

>> CHRIS, BACK TO YOU.

YOU’RE TALKING OF A DISTRICT

THAT HAS A DATA DASH BOARD OR

WANTS THE DASH BOARD.

WHAT ARE THE MEASURES IN YOUR

VIEW THAT SHOULD BE THERE AS

PART OF THAT ACCOUNTABILITY

SYSTEM.

>> THANK YOU FOR THAT QUESTION.

IT’S A QUESTION THAT WE GET A

LOT OF TIMES FROM DIFFERENT

AUDIENCES AND ASKING VERSIONS SO

WHAT IS THE RIGHT REPORT CARD.

>> THE RIGHT QUESTION TO ASK

YOU.

>> SO WE HAVE WRESTLED WITH THIS

OVER TIME AND IT’S NOT TO SAY

THAT THERE’S VALUE FOR PUTTING

IN A LIST FOR PURPOSES, BUT I

WOULD FOCUS ON A PURPOSE.

THERE’S NO RIGHT SET OF MEASURE.

IT DEPENDS ON WHAT YOU’RE TRYING

TO ACCOMPLISH.

THEY HAVE AN OBLIGATION TO LOOK

AT THE WAYS THAT STATES ARE

USING THE RESOURCES AND SHOWING

THAT EVERY KID HAS A QUALITY

EDUCATION, THAT YOUR CODE AND

ZIP CODE DO NOT DETERMINE YOUR

ACCESS TO EDUCATION AS DAVID AT

THE WHITE HOUSE.

THOSE ARE THE SORT OF MORE

SEVERE AND DIFFICULT ACADEMIC

STANDARDS.

THIS IS REALLY IMPORTANT HERE

BECAUSE IF WE’RE JUST LOOKING AT

THOSE ACADEMIC MEASURES, WE’RE

JUST MISSING THE BOAT.

THAT’S NOT THE ONLY THING THAT

WE CARE ABOUT.

SO THE PERSPECTIVE THAT I WOULD

ENCOURAGE YOU TO BRING TO THIS

IS THAT DATA IS JUST

INFORMATION.

WHAT ARE YOU TRYING TO ANSWER

AND WHAT IS YOUR QUESTION?

THAT’S SOMETHING THAT BOTH

STATES AND DISTRICTS CAN DO A

BETTER JOB OF OF GOING BACK TO

THE COMMUNITY AND DIFFERENT

SCHOOL LEADERS AND TEACHERS AND

THE PUBLIC AND BEING INTENTIONAL

AND THESE ARE SOME EXAMPLES OF

ASKING WHAT DO YOU NEED TO KNOW?

WE HAVE THE INFORMATION, WHAT DO

YOU NEED TO KNOW.

>> THAT’S GREAT.

THAT’S GREAT.

SO I WANT TO TALK A LITTLE BIT

ABOUT WHY WE ARE WE ARE TODAY

AND THE ACCOUNTABILITY.

BOB, YOU POINTED OUT IN THE

STORY WITH NO CHILD LEFT BEHIND

AND FOCUSED ON ACCOUNTABILITY.

THERE’S A GOOD THING, BUT AT THE

SAME TIME YOU HEAR IT ALL THE

TIME FROM THE TAECHLERS AND

PARENTS NOW THAT I HAVE THE

TEACH THE TEST.

WHAT SORT OF LESSONS LEARNED

HAVE†– CAN THEY INSTILL IN US

AND MAKE AN ACCOUNTABILITY.

IT’S LIKE LEARNING FOR STUDENTS

AND DEEPER AND RICHER STUDENTS

IN THE TERMS OF DATA TO USE FOR

THE SCHOOLS.

>> I THINK THAT SCHOOLS AND

TEACHERS TEACH A TEST WHEN THE

TEST IS THE ONLY THING THAT

MATTERS.

FOR MUCH OF THIS POST NO CHILD

LEFT BEHIND THAT WAS THE PRIMARY

THE NOT THE ONLY MEASURE OF

SCHOOL PERFORMANCE, AND TESTS

ARE IMPORTANT AND STUDENT

ACHIEVEMENT ON TESTS IS A VIET

LALLY IMPORTANT THING, BUT IF

YOU PUT EVERYTHING ON THAT THEN

ALL THE EFFORT WILL BE FOCUSED

ON RAISING THE TEST SCORES AND

OTHER ASPECTS OF LEARNING OR

SCHOOL IMPROVEMENT MIGHT NOT

HAPPEN, AND SO THIS IDEA OF

OPENING UP A DASH BOARD AND

USING MULTIPLE MEASURES PROVIDES

A BROADER FOCUS ON ALL OF THE

THINGS THAT MATTER IN SCHOOLS,

AND LESSENS THE PRESSURE TO

FOCUS ALL OF YOUR ENERGY ON THE

TESTS.

>> YOU MENTIONED A NUMBER OF

PROPOSALS IN THE PAPER ON

ACCOUNTABILITY ONE WAS ONE AND

CAN YOU TELL US AIL LITTLE BIT

ABOUT IT AND WHAT THEY’RE

SUGGESTING?

>> YEAH, IT’S A NEW PAR DINE FOR

ACCOUNTABILITY AND THE ALLIANCE

DID A WEBINAR ON THAT WITH JEAN

AND LINDA LAST OCTOBER.

YOU CAN SEE ON THE WEBSITE.

THAT LAID OUT A SYSTEM OF

ACCOUNTABILITY THAT REALLY

ADDRESSES WHAT CHRIS WAS SAYING

AND WHAT PARENTS WANT TO KNOW

ABOUT WHAT SCHOOLS ARE DOING.

ARE STUDENTS MASTERS CHALLENGING

CONTENT AND LEARNING THE SKILLS

THAT WE WANT THEM TO LEARN?

ARE TEACHERS AFFECTIVE IN WELL

QUALIFIED AND ABLE TO DEVELOP

STUDENT’S ABILITY IN THE WAY

THAT WE WANT?

ARE THE RESOURCES SUFFICIENT SO

THAT TEACHERS CAN DO THE JOB AND

STUDENTS ARE WELL SUPPORTED?

THOSE THREE THINGS COME TOGETHER

IN AN ACCOUNTABILITY SYSTEM THAT

IS USED IN A DASH BOARD TO

PROVIDE A STATEMENT THAT SCHOOLS

CAN MONITOR THE PERFORMANCE OVER

TIME.

>> OKAY.

JUMPING INTO AN AUDIENCE

QUESTION.

WE’RE COMING IN FAST AND

FURIOUS.

I WILL LET ONE OF YOU OR BOTH OF

YOU TACKLE THIS.

DARREN SAYS IS THERE ANY

COMMUNITY PERCEPTION.

YOU REPRESENTED IT WHEN YOU

TALKED ABOUT THE COUNTY.

>> YEAH, I TALKED TO THE

SUPERINTENDENT THERE ON HOW THE

COMMUNITIES VIEW THIS.

ONE THING THAT I WAS WONDERING

ABOUT IF YOU LOOK IN THE

APPENDIX REPORT, THERE’S AN

EXAMPLE OF THE MONROE COUNTY

DASH BOARD, AND IT REALLY IS

EXTENSIVE.

THERE’S 70 INDICATORS AND IT WAS

LIKE THIS MUST BE DAUNTING TO

PARENTS AND HOW WILL THEY BE

ABLE TO PEN STRAIT THIS.

BECAUSE IT’S USED OVER TIME,

PARENTS ARE USED TO IT AND THEY

WILL LOOK IN DETAIL AT IT AND

SAY WHAT ARE YOU DOING ABOUT

STAFF INJURY REPORTS AND THINGS

LIKE THAT.

SO THEY HAVE GOTTEN TO KNOW IT

AND USE IT.

IT BECOMES A POINT OF

CONVERSATION BETWEEN THE SCHOOLS

AND THE COMMUNITY.

>> I THINK THAT YOU YOU BRING UP

A GREAT POINT AND CHRIS I WANT

TO BRING YOU IN ON THIS.

IT SEEMS TO ME THAT ONE OF THE

GREAT BENEFIT IN THE INFORMATION

AND DATA IS GIVING ACCESS TO THE

PARENTS ON THE KID THAT THEY DID

NOT HAVE.

I WAS AT AN EVENT EARLIER TODAY

AND WE WERE TALKING ABOUT THIS

AND THE IDEA OF WHY DID CHIP GET

A B IN ALGEBRA AND NOW IN

ALGEBRA 2 AND NOT DOING WELL.

WHAT HAPPENED?

IF YOU CAN HAVE THAT HOURLY AND

DAILY INFORMATION AND HERE IS A

TREND, THAT SEEMS REALLY

IMPORTANT TO ME.

WHAT IS YOUR THOUGHTS ON THIS

SORT OF GETTING PARENTS THE

INFORMATION.

WHAT DO PARENTS WANT OUT OF YOU?

>> YEAH, IT’S A GREAT QUESTION.

I POINT TO WHAT THE CHARTER

SCHOOL AND I WAS TELLING THAT

SISTER ERIE EARLIER AND THAT WAS

A GREAT EXAMPLE.

SOMETIMES IT’S THE LANGUAGE THAT

WE USE.

IF YOU START TO GET INTO DC CAST

AND THEN ACRONYM FOR EVERY THIRD

THING AND THEN UNLESS THEY HAVE

TAKING THE TIME AND IN SOME

CASES THE CODE DESIGN OR BROTH

IN AND HAVE SOME SERIOUS

CONVERSATIONS ABOUT HERE IS WHAT

THE INFORMATION IS TELLING US

AND THIS IS WHY IT’S RELEVANT TO

YOU.

IT’S WONDERFUL TO HAVE WHAT YOU

HAVE AND THEN THERE ARE MOLDS

FOR DOING THAT AND I WANT TO

POINT TO ONE STATE BUT THE

ILLINOIS STATE BOARD OF

EDUCATION WAS LOOKING AT REDOING

THE REPORT CARD AND THIS IS A

LITTLE OUTDATED BUT THERE ARE

SOME FOLKS OUT THERE.

IF YOU GO AND LOOK FOR BASIS

EDUCATION TYPICALLY YOU HAVE TO

GO 16 OR 15 CLICKS DEEP AND IT’S

ANYBODY’S GUESS AND IT COULD BE

A FILE.

SO ILLINOIS WAS TAKING THE

IMPORTANT STEP TO SAY TO PRESENT

THIS TO THE DASH BOARD.

WHAT SHOULD IT LOOK LIKE?

WHAT THEY DID AND A FEW OTHER

PLACES IS THAT THEY WE WANT OUT

AND HELD 20 MEETINGS IN THE

STATE OF ILLINOIS WITH TEACHERS

AND EDUCATORS AND PARENTS AND

WORKSHOPED IT AND HAD THEM DRAW

ON THE DASH BOARD WITH RED PENS

AND TURNED THAT IN THAT THE

STATE USES.

IT HAS THE HIGH LEVEL AND YOU

WANT TO KNOW A COUPLE OF QUICK

THINGS IN TEJ CASE AND THE

COMMUNITY.

IF YOU WANT TO DIG DEEPER AND

HAVE THE CONVERSATION AND OTHER

THINGS THAT YOU WANT TO PUSH ON

IN THE STATE, THEY WANT THAT TO

BE AVAILABLE AND TRANSPARENT AS

WELL.

>> IT SEEMS TO ME THAT IF YOU’RE

GOING TO BE SUCCESSFUL IN ANY

NOVEL SYSTEM YOU HAVE TO HAVE

THE BUY AND COMMUNITY INVOLVED.

I HAVE TALKED A NUMBER OF TIMES

OF A FLIGHT VISIT THAT I TOOK

TWO YEARS AGO IN DISTRICT OF

ARIZONA AND THEY HAVE DONE A

SYSTEM WIDE PLANNING EFFORT AND

DAY IS ONE BIG PART OF IT AND

THEY HAVE HAD ALL KINDS OF BUY

IN, AND THE REASON THAT THEY HAD

IT IS TRANSPARENT AND IT WAS

INCLUSIVE AND NOW THEY HAVE

THEIR OWN DATA SYSTEM AND

SIMILAR TO A DATA DASH BOARD.

THAT’S FOR ANYONE THAT’S

LISTENING TODAY AND THINKING

ABOUT TRYING THIS, I THINK

THAT’S IMPORTANT IS HAVING THAT

TRANSPARENT APPROACH IN THE

BEGINNING.

BRINGING A LOT IN.

CHRIS, I WANT TO STAY WITH YOU.

TO MAKE THIS HAPPEN AND IF YOU

HAVE A DISTRICT THAT WANTS TO DO

THIS, WHAT DO THEY HAVE TO DO TO

MAKE THIS HAPPEN?

>> SO I THINK THAT THE ABSOLUTE

IS FOCUSED ON THE EDGE

GAUGEMENT.

I WAS SPEAKING ABOUT THE

GOVERNMENT AND WE THINK OF IT†–

AS BOTH HOW YOU USE AND PROTECT

INFORMATION AND IN OUR MINDS

THOSE ARE PARTS OF THE SAME

ORDER.

THEY’RE PROTECTION DATA USE.

IT’S WHO YOU INVITE TO THE ROOM.

IS IT SOMETHING THAT YOU DO TO

THE OFFICER AND IT’S IN CODE AND

WE KNOW TO GIVE IT TO THAT

PERSON, OR IS IT A PROCESS THAT

YOU BRING A LOT OF DIFFERENT

STAKEHOLDERS ACROSS THE DISTRICT

AND FOCUS ON?

THAT’S THE FIRST THING THAT WE

MENTIONED.

BEYOND THAT I WOULD SAY THAT

STATES CAN PLAY REALLY INABLING

ROLE HERE.

ONE THING TO ACKNOWLEDGE IS THAT

A SCHOOL DISTRICT CAN LOOK

DIFFERENT.

WE HAVE LESSONS TO LEARN FROM

FOLKS IF WE WANT TO DO ADVOCACY.

AT THE SAME TIME YOU HAVE

SMALLER URBAN THAT IT’S DROPPING

BUSES LITERALLY.

WHAT DO YOU DO FOR THE DISTRICT?

ONE THING IS THAT THEY COLLECT

THIS AND IT CAN BE THE STATE’S

JOB TO DELIVER THAT BACK AND

THROUGH A PROCESS AND IN A WAY

THAT SCHOOLS CAN MAKE A BETTER

DECISION.

>> SO THERE’S A ROLE AT THE

STATE LEVEL?

>> YEAH.

>> IN SUPPORTING EFFORTS?

>> YEAH, I THINK THAT IT HAS TO

BE.

IT HAS TO BE FLEXIBLE, BUT YEAH

ABSOLUTELY THE STAKES CAN BE

REALLY HELPFUL.

>> CAN I JUST ADD TO THAT?

>> YEAH.

>> ONE OF THE THINGS THAT DATA

DASH BOARD MAKES POSSIBLE IS A

MIX OF STATE AND DISTRICT LEVEL

DATA, SO STATES AS THEY HAVE

WILL WANT TO HAVE SOME DATA THAT

IS COMMON ACROSS ALL DISTRICTS

TO MAKE SURE THAT ALL DISTRICTS

ARE REGARDLESS OF ZIP CODE OR

THE COMPOSITION ARE MEETING

STANDARDS BUT AT THE SAME TIME

DISTRICTS WANT TO HOLD

THEMSELVES ACCOUNTABLE FOR

DISTRICT PRIORITIES AND USE SOME

MEASURES THAT MIGHT NOT BE

PEACEFUL TO DO IT AT THE STATE

LEVEL.

SO A DASH BOARD AT THE DISTRICT

LEVEL THAT COMBINES THE DATA CAN

REALLY BE USEFUL FOR SCHOOLS.

>> I WAS INTEREST IN THE REPORT

AND YOU TALK A LOT ABOUT THE

SHORTCOMINGS OF THE DATA.

OUR ACCOUNTABILITY SYSTEMS THAT

ARE AVAILABLE AND WHAT CAN THE

DATA DASH BOARD AND DIGGING INTO

IT DEEPER, WHAT CAN IT DO THAT

WE CAN NOT DO IN A TRADITIONAL

ACCOUNTABILITY STATEMENT?

>> WELL, ONE OF THE SHORTCOMINGS

IS THAT IF YOU HAVE A SINGLE

NUMBER OR AN INDEX OR A LETTER

GRADE, YOU REALLY DO NOT KNOW

WHAT IS BEHIND IT.

THEY’RE†– A COUPLE OF PROBLEMS

WITH THAT IS ONE YOU CAN MASK

SOME PROBLEMS BECAUSE IF YOU

HAVE AN INDEX WHICH HAS

DIFFERENT FACTORS WITH DIFFERENT

PERCENTAGE WEIGHTS, GOOD

PERFORMANCE ON ONE MEASURE COULD

COMPENSATE FOR A CORE

PERFORMANCE ON ANOTHER, AND YOU

WOULD NOT KNOW THAT YOU’RE

HAVING THIS PROBLEM.

ANOTHER CONCERN IS THAT THE

SINGLE NUMBER OR INDEX NUMBER

DOES NOT REALLY TELL YOU WHAT TO

DO.

IT DOES NOT SAY WHERE THE

PROBLEM IS THAT NEEDS TO BE

ADDRESSED OR WHAT ASPECT OF

SCHOOL PRACTICE MIGHT NEED TO BE

ADDRESSED IN ORDER TO PRODUCE

BETTER OUTCOMES DOWN THE ROAD.

ANOTHER PROBLEM IS THAT THE

MEASURES HAVE BEEN ALL†STATES

AND IN ADDITION TO NOT ALLOWING

THE DISTRICTS TO DEVELOP THEIR

ON MEASURES THEY ALL COME OUT AT

THE END OF THE YEAR AND TOO LATE

FOR THE SCHOOLS TO MAKE

ADJUSTMENTS WHEN THEY NEED TO.

IF DISTRICTS CAN PROVIDE THEIR

OWN MEASURES, THEY CAN BE

PRESENTED IN REAL TIME, AND I

HAVE AN EXAMPLE IN THE REPORT

SAN JOSE THAT’S DONE THAT SAN

JOSE CALIFORNIA HAS DONE THAT

AND NOW PRINCIPALS MEET WITH THE

DISTRICT LEADERS FOUR TIMES A

YEAR TO GO OVER THEIR DASH BOARD

AND THEIR DATA.

IT’S DONE IN A WAY AND IT’S NOT

FINGER POINTING AND THEY GO OVER

THE DATA IN GREAT DETAIL AND

WHERE THERE’S A SHORTCOMING THE

DISTRICT LEADERS PRESS THE

PRINCIPALS TO COME UP WITH A

PLAN AND TO MONITOR THE PLAN TO

SEE IF IT’S ACTUALLY WORKING.

>> CHRIS, DO YOU HAVE FURTHER

THOUGHTS ON WHAT BOB IS SAY

ASKING THE ACCOUNTABILITY FROM

THE PERSPECTIVE?

>> YEAH, THAT SEEMS RIGHT TO ME.

PICKING UP ON WHAT YOU WERE

SAYING AT THE END WITH CULTURE.

ONE THING THAT WE HAVE TO DO IS

CREATE A CULTURE WHERE THE DATA

USE IS ONLY ACCOUNTABILITY.

THERE’S SOME YOU HAVE

PROFESSIONAL GROUPS LOOKING AT

WHAT YOU KNOW AND DIGGING INTO

THE DATA THAN YOU CAN WITH THE

SCORES THAT YOU GET AT THE ENOF

THE YEAR AND THEN MAKING

DECISIONS ON WHERE YOU’RE

SPENDING YOUR TIME AND EFFORT.

THAT’S A PRETTY RATIONAL

APPROACH AND A LOT OF TEACHERS

TAKE IT.

WE NEED TO FOCUS ON AND NOT

INHIBIT.

>> GREAT TIME FOR ANOTHER AUD

AUDIENCE QUESTION.

THIS IS A GOOD ONE.

IT’S FROM NEW YORK NEW YORK THE

BIG APPLE.

THE QUESTION IS WILL

ADMINISTRATION AND STUDENTS HAVE

ACCESS TO DATA?

COULD IT BE USED TO HIRE OR FIRE

POTENTIAL EMPLOYEES?

ANY THOUGHTS?

>> SO WITH THE DATA THAT WE HAVE

AND THAT’S NOT THE MULTIPLE

MEASURE STUFF BUT THE MORE

TRADITIONAL HAS BEEN A VERY

LIVELY CONVERSATION AND WHETHER

OR NOT YOU SHOULD USE THE DATA

AND THAT’S SOMETHING THAT THEY

TAKE AN INSTITUTIONAL STAND ON

BUT SOME HAVE ADOPT AND THEY’RE

PAYING ATTENTION TO WHAT WE

TALKED ABOUT BEFORE AND THAT’S

ONE FACTOR AMONG AND HOW THEY’RE

EVALUATING TEACHERS.

CERTAINLY WITH THE BEST OF

INTENTIONS AND THEN IT’S UNDER

RECONSTRUCTIONING AND THEY KNOW

THAT THEY NEED TO IMPROVE THE

SET OF SCHOOLS AND THE RECOVERY

DISTRICT IS FOCUSED ON AFFECTIVE

TEACHERS AND TEACHERS THAT HAVE

PROVEN IN THE CLASSROOM AND THE

PEARS AND MAKE SURE THAT THE

SCHOOLS HAVE A FAIR STAKE AND

SHARE OF THEM.

SO I THINK THAT’S ABSOLUTELY THE

CONVERSATION THAT WE NEED TO

HAVE AND SOME OF THAT IS

PROBABLY ALREADY HAPPENING.

>> RIGHT.

WELL LET’S TALK A LITTLE BIT NOW

ABOUT WHAT NEEDS TO HAPPEN AT

THE DISTRICT LEVEL.

BOB, YOU LAY OUT IN THE REPORT

THE CONSIDERATIONS OF THINGS

THAT A DISTRICT SHOULD CONSIDER,

SO IF I AM MY LOCAL DISTRICT

WHERE I GREW UP AND WE WANT TO

IMPLEMENT, WHAT DO WE NEED TO DO

AND BE THINKING ABOUT?

>> WELL, THE FIRST THING IS TO

CHOOSE THE RIGHT INDICATORS.

YOU CAN NOT MEASURE EVERYTHING

AND YOU WOULD NOT WANT TO, AND

YOU LOSE FOCUS.

SO YOU SET THE PRIORITIES AND

LOOK AT WHAT ARE THE MOST

CRITICAL ASPECTS OF SCHOOL

PERFORMANCE IN SCHOOL PRACTICE

THAT YOU REALLY WANT TO KEEP

MONITORING AND FOCUSSING ON AND

LIKE CHRIS’S IDEAS AND THIS IS

WHAT THE COMMUNITIES THINK IS

IMPORTANT.

THE SECOND THING IS THAT ONCE

YOU HAVE THOSE AND CAN COLLECT

DATA ON THEM IS TO IDENTIFY

PARTICULAR INDICATORS AND THESE

ARE THE MOST IMPORTANT AND EVEN

IF THINGS ARE GOING WELL, YOU

NEED TO KEEP ON MONITORING AND

KEEP AFTER THEM SO THAT YOU DO

NOT LOSE FOCUS.

MONROE COUNTY GEORGIA FOR

EXAMPLE ONE OF THE THINGS THAT

THEY IMPROVED ON WAS ATTENDANCE

AFTER DATA SHOWED THAT STUDENT

ATTENDANCE RATE WAS LOW, THEY

CREATED A TASK FORCE AND

DEVELOPED SOME PROGRAMS AND

BROUGHT UP THE ATTENDANCE RIGHT,

BUT EVEN THOUGH THAT IT’S STILL

HIGH, THAT’S SOMETHING THAT THEY

MONITOR EVERY YEAR BECAUSE THEY

KNOW THAT IF THAT SLIPS THEN THE

STUDENTS WILL HAVE THE PROBLEMS.

THEY HAVE HAVE TO KEEP ON

MONITORING AND IT’S SOMETHING

THAT’S IMPORTANT FOR SPECIAL

SCRUTINY.

THEN THE IMPORTANT THING IS NOT

JUST TO MONITOR PERFORMANCE OVER

TIME BUT TO LOOK AT GROWTH AND

IMPROVEMENT.

SO THE DISTRICTS AND SCHOOLS SET

TARGETS AND ONE OF THE PROBLEMS

THAT WE HAVE SEEN WITH NO CHILD

LEFT BEHIND IS THAT THE TARGET

IS UNREALISTIC AND THEY’RE ALL

EXPECTING 100†PERCENT AND LEAD

TO SOME SCHOOLS BEING LEADED

NEED IMPROVEMENT WHEN THERE

MIGHT BASKETBALL ONE ASPECT OF

THE SCHOOL THAT NEEDED

IMPROVEMENT, SO IT’S IMPORTANT

TO GET THE TARGETS THAT ARE

AMBITIOUS AND PROMPT SCHOOLS TO

REALLY STRETCH, BUT TO SET

REASONABLE TARGETS AND FINALLY

AS WE HAVE BEEN DISCUSSING TO

USE DASH BOARDS FOR IMPROVEMENT,

BUT THEY’RE NOT FINGER POINTING

EXERCISE AND NOT JUST WAYS OF

SAYING THAT THE SCHOOLS ARE

FAILING BUT TO HAVE SCHOOLS LOOK

FIRST AT THEMSELVES AND LOOK AT

THEIR OWN DATA AND SEE WHAT THEY

SAY AND WHAT THEY CAN DO ABOUT

IT AND THEN HAVE DISTRICTS AND

STATES LOOK AT THE DATA AND

PROVIDE RESOURCES IN APPROPRIATE

WAYS TARGETED TO SCHOOLS NEEDS.

>> SO LET ME ASK YOU A QUESTION.

IN TERMS OF VARYING THE STATE BY

STATE BY STATE IS THE DATA DASH

BOARD IS IT UNIFORM AND LOOK THE

SAME EVERYWHERE OR LOOK

DIFFERENT OR SHOULD IT LOOK

DIFFERENT DEPENDING ON THE

CHARACTERISTICS OF THE

INDIVIDUAL STATE, ANY THOUGHTS?

>> AT THE STATE LEVEL AND I

WOULD BE CURIOUS TO TAKE THE

QUESTION ON WHAT YOU KNOW OR

DOING AT THE DISTRICT LEVELS.

THERE ARE SIMILARITIES.

THE IMPORTANT THING IS THAT

EVERYBODY HAS THE SAME SET OF

MEASURES.

MORE MOST THINGS AND THAT MAY

NOT BE FOR THE ACCOUNTABILITY,

BUT WHEN IT COMES TO DASH BOARD

I THINK THAT THE FLEXIBILITY IS

IMPORTANT.

WE PUBLISHED AND I WOULD INVITE

ANYBODY TO TAKE A LOOK AT THESE

A SERIES OF RESOURCES ON PUBLIC

REPORT ASKING IT LOOKED AT

THINGS LIKE ILLINOIS AND WHAT

THEY HAVE DONE HERE IN DC AND

SUGGESTED THAT BASED ON THE

WORKING GROUP THAT WE HAVE

PULLED TOGETHER THERE’S A SET OF

SOMETHINGS THAT WE HEAR PARENTS

POLICY MAKERS AND EDUCATORS CARE

ABOUT.

IF YOU’RE LOOKING AT THE DOING

THE WORK, IT’S A GREAT RESOURCE

AND TO LOOK AT AND LOOKING AT

MONROE COUNTY AND WHAT THAT

WORKING GROUP CAME UP WITH.

IT’S A NICE GROUP TO START WITH

AND THEN TAKE IT FROM THERE.

>> GO AHEAD.

>> I THINK WHAT WE MIGHT FIND AS

THEY MOVE FORWARD IS THAT THE

CATEGORIES OF INDICATORS MAY

LOOK SIMULATORS BUT THE

SIMULATORS AND WHAT THEY MEASURE

MAY VARY DEPENDING ON THE

AVAILABILITY AND LOCAL DATA AND

LOCAL PRIORITIES.

>> SO ONE OF THE FOCUSES OF THE

ALLIANCE IS EQUITY AND IMPROVING

THE GAPS.

WHAT CONCERNS ME IS WHAT IS THE

DOWN SIDE?

IS THERE DANGER THAT THEY NEED

TO LOOK OUT FOR TO MAKE SURE

THAT THEY DO NOT CROSS THE LINE

AND MAKE THINGS WORSE BY

MISTAKE?

>> SURE.

TWO RESPONSES TO THAT.

BOB YOU SAID IN THE PAPER AND

YOU WERE JUST DESCRIBING

AVERAGING WHILE IMPORTANT, THEY

HIDE A LOT OF THE STORY AND IT’S

JUST A VIEW†– YOU NEED TO GET

UNDER THE HOOD.

LIKE KICK THAT UP AND UNDERSTAND

ARE THEIR POPULATION OR THINGS

VARYING DIFFERENTLY?

IF SO, WHY?

THE BEST EXAMPLE OF†– AROUND

AVERAGE DAILY ATTENDANCE AND

MOVING AND THAT AVERAGE FIGURE

SECURED THE FACT THAT IT WAS A

MINORITY THAT ARE MISSING A LOT

OF TIME AND WE KNOW THAT THOSE

ARE REALLY AT ARISK.

IF WE DIG INTO IT, WE CAN

IDENTIFY TO THEM AND REACH OUT

TO THE PARTNERS AND FIGURE OUT

HOW TO FIX IT.

THAT’S ONE RESPONSE IS THAT

THERE’S AN AWFUL LOT TO BE

GAINED THROUGH THE DASH BOARD

WHEN USING EQUITY.

THERE’S A CONCERN AMONG SOME

COMMUNITIES LIKE TRACKING AND

THAT DATA CAN BE USED TO

CHARACTERIZE AND REDIRECT.

THE ONLY WAY TO ADDRESS THAT IS

THAT IF THERE’S AN ARGUMENT THAT

PEOPLE MAKE AND WE DO NOT WANT

TO COLLECT THE STUFF.

WE WANT TO TREAT EVERY CHILD

EQUALLY, SO I AGREE AND

PRACTICALLY PEOPLE ARE GOING

MAKE THE JUDGMENTS ABOUT THE

CHILDREN THAT ENTER THE

CLASSROOM AND WHATEVER THEY KNOW

FROM THE PAPER WORK THAT THEY.

WE OWE IT TO BE DELIBERATE AND

IT’S A FEAR AND WE’RE REALLY

GOING TO TAKE EVERY EFFORT TO

IMPOWER YOU IN A WAY THAT WE

DESIN TO SYSTEM AND WE’RE

TRANSPARENT AND WE’RE SEEING

EVERYTHING THAT WE’RE SEEING AND

USING IT.

>> ANOTHER CHALLENGE IS THAT ONE

OF THE POSITIVE ASPECTS OF NO

CHILD LEFT BEHIND IS DOING THE

STATEMENT GROUP AND HOLDS

SCHOOLS ACCOUNTABILITY FOR ALL

STUDENTS AND PERFORMANCE.

AS YOU MOVE INTO A DATA DASH

BOARD THAT’S CHALLENGING BECAUSE

YOU HAVE THINGS TO LOOK AT AND

YOU WILL GET VERY SMALL NUMBERS

AFTER A WHILE AND PARTICULARLY

IN SMALL SCHOOLS AND FOR A

STUDENT PRIVACY REASONS YOU DO

NOT WANT TO REPORT SOMETHING

THAT THERE’S JUST A HANDFUL

OF STUDENTS, SO I THINK YOU NEED

TO BALANCE WHERE THE MOST

IMPORTANT THINGS NEED TO OCCUR

WITH THE RESPECTING OF THE

STUDENT PRIVACY AND AVAILABILITY

OF DATA SO THAT YOU’RE NOT OVER

ALLOWING THE SYSTEM OR NOT

REPORTING SOMETHING THAT’S NOT

REPORTABLE.

>> YEAH, I WANT TO GET THE

PRIVACY, BUT BEFORE WE DO THAT

YOU NOTE THAT HAD IN THE REPORT

THAT THEY MADE A PROPOSAL

RELATING TO ACCOUNTABILITY.

CAN YOU TELL US WHAT IT IS THAT

THEY’RE PROPOSE SOMETHING.

>> YEAH, IT’S ALSO ADDRESSING

THE IDEA OF