Margaret Heritage, CRESSTRaymond Yeagley, NWEA

National Forum on Education Statistics Mission: improve the quality,

usefulness, timeliness, andcomparability of education data

State/Federal/Local partnership withassociate members

Primary method of service delivery is communicating shared ideas and best practices through meetings and publications

http://nces.ed.gov/forum

Why A National Data Model?                 Creating a more complete data picture of the pK-12

environment will help to:

Facilitate data transfer between applications and data storage within schools and districts

Conceptualize how to streamline vertical reporting from the school, to district, regional, state, and ultimately to the federal level.

Enable development of tools educators need to collect and analyze the data necessary to improve instruction and increase student learning.

Guide RFP writers/responders, vendors, teachers, administrators, researchers, and others in better organizing and using data

Initial Framework:Education Organizations

SEA Board

LEA Staff

Facilities

LEA

Food ServiceSchool

Transportation

LEA BoardFinance

Accountability

Intermediate Unit

SEA

Initial Framework:Teaching and Learning

Professional Development

Qualifications

StaffCourse/Class

Student

Instructional Programs and

Curriculum

Safety and Discipline

Health

Attendance Assessment

Participation & Activities

Programs

Intent of the Task Force

Create an organized collection of concepts and entities that need to be tracked multidimensional structure that includes relationships

Define relationships among the entities as a first-order concept – i.e., relationships are as important as data elements.

Avoid replicating data dictionaries. Use standards and established definitions, linked to NCES handbooks and other resources.

Establish that a major feature of the model will be unique sets of attributes for each entity, and the relationships among entities.

Deliver the model through a system that will invite constant expansion and update.

<<Description about="Course"> <providesServicesTo resource="Student"/> <isAComponentOf resource="Curriculum"/></Description>

Defining Relationships with OWL and XML:

<<Description about="School"> <facilitates resource="Curriculum"/> <isAMemberOf resource="LEA"/></Description>

What are the persons, places, things, or events we need to know about?

What do we need to keep track of to answer the

questions?

What do we need to know?

What are the important questions that need to

be answered?

Attribute

Functional Relationship

Taxonomy of Entities

Organize

Conceptual Model

Assert

Data ElementsList

Question/Issue

The ProcessWhat are the important

relationships among the entities that we need to include in the model?

What are the measures, characteristics, or other

information about the Entity that we need to

collect and store?

Entity

Asking questions about

Individual student and cohort growth over time Student characteristics related to performance Special program and instructional strategy

effectiveness Return on investment Teacher characteristics related to student

growth School performance characteristics Parents and community Impact of federal, state, and local policy on

learning

Teaching and Learning Subgroup

What are the questions that need to be answered by states, districts and schools about teaching and learning?

What are the attributes that states, districts and schools will need in a database to answer the questions now, and in the future?

How can these attributes be measured?

Sample Questions

What instructional practices are related to what levels of achievement/motivation/self- regulation in core subjects/21st century skills for students with which characteristics?

What interventions with what characteristics are most closely associated with the greatest return on investment as measured by student academic growth per dollar spent?

Sample Questions

What type of assessment systems lead to increased use of assessment data and what are the effects on student achievement?

To what degree is the motivation of students with what characteristics related to curriculum relevance?

Attributes of the Program Entity

Resources Used

Identifier

Outcome Locus

Measures ofEffectiveness

Characteristic

Goals

Program

{Other Entity Relations}

GUID

Name

Local ID

State ID

Academic Goals

Non-academic Goals

Participation

Enrollment

Targets

Benchmarks

Location

Interface

Schedule

Staff

Student

Service Provider

Person Outcome

Non-person Outcome

Program Availability

NCES Program Type

Program Periodicity

Target/Served Population Characteristics

Financial

Human

Curricular

Facilities

Equipment

Technology

Sample Attributes: Instructional Programs and Curriculum

Clearly articulated learning goals Curriculum coherence Enacted curriculum Interdisciplinary curricula Curriculum relevance Instructional strategies Opportunity to learn Learning environments

Sample Attributes: Assessment

Aligned assessment system Evidence of learning:

Individual student achievement (e.g., summative state and district wide tests)

Artifacts (e.g., models, oral presentations, written work) Observations 21st Century skills assessment (e.g., media and

technology, team work, innovation and creativity)

Motivation Self-efficacy Rate of Learning

Consensogram

SEAs can have a significant impact on the quality and use of data by LEAs to increase individual student learning.

It is important for our SEA to provide direct support to LEAs related to use of student level data for instructional improvement.

Table Discussion

What is striking about the graphs on the wall?

How might these statements be addressed by different populations?

What is the best mechanism for gathering data related to the teaching/learning process?

What entities and attributes are essential for using data to increase student learning?

How can States Help?

Provide leadership Establish expectations and policies Create conditions Model effective data use Put systems in place Provide training in data use (including

measurement)

Table Discussion

Do you agree with what has been suggested about how states can help support LEAs?

if not why, not – how else do you think states could support LEAs?

Margaret Heritage: mheritag@ucla.edu Raymond Yeagley: Raymond.Yeagley@nwea.orgVince Paredes: vparedes@sifinfo.org