Jacqueline Nunn DaSy Johns Hopkins University School of Education Center for Technology in Education CTE Marcella E Franczkowski Asst State Superintendent Maryland State Department of Education MSDE ID: 561860
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Tapping into Data to Make a Difference
Jacqueline Nunn, DaSy, Johns Hopkins University School of Education, Center for Technology in Education (CTE)Marcella E. Franczkowski, Asst State Superintendent, Maryland State Department of Education (MSDE), Division of Special Education/Early Intervention ServicesCindy Millikin, DaSy, Johns Hopkins CTEVeronique Gugliucciello, Johns Hopkins CTEPam Miller, Early Childhood Specialist, MSDE
New Orleans, LA
August 2016Slide2
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ObjectivesSlide3
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MSDE Partnership with JHU-CTESlide4
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Compelling QuestionsWhat difference does Early Intervention Services make for children birth to 3 years of age?What are the effects of EIS on future student performance?What interventions work better than others?Slide5
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Barrier: Stymied by the Silos of DataSlide6
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Solution: Unique IDs in a LDSUnique IDLongitudinal Data SystemLed by Division of Special Education/Early Intervention ServicesObtained grant for development of the data systemSlide7
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Barrier: Unfriendly User InterfaceData accessible but not in a friendly formatLimited effective analyses methodsNo pre-programmed reports Slide8
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Solution: Business Intelligence ToolChartsAd hoc reportsAnalyticsTraining includedSlide9
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Barrier: Lack of a Team ProcessNeeded a team processStructure for data analyses as teamsProcess to hold each team member responsible and accountableTeam actions based on data and tracked by dataSlide10
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Solution:Slide11
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Maryland’s StoryMarcella FranczkowskiAssistant State SuperintendentDivision of Special Education/Early Intervention ServicesSlide12
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Maryland Profile for Birth through 5Slide13
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Maryland’s Strategic Focus to Narrow the GapImperative 1: Early ChildhoodImperative 2: Access, Equity, and ProgressImperative 3: Secondary TransitionSlide14
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Key StrategiesData-informed decisionsStrategic collaborationFamily partnershipsEvidence-based practicesProfessional LearningSlide15
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Maryland Evidence-Based ApproachesSlide16
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Ripples of InfluenceSlide17
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SPDG and TAP-IT: A local storySPDG – means to get a closer view of efficacyTAP-IT process Systems changeNew program for implementationSlide18
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Technical Assistance for Making and Sustaining ChangeSlide19
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Challenge QuestionWhat is your process for team-based data-informed decision making and how do you document your team’s decisions and process?How might you improve your processes and current documentation of your team’s data-driven decision-making?Slide20
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DaSySlide21
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TAP-ITProcess for effective implementation of interventionsData-driven decision-making processHigh quality decision makingShared understanding in a systematic wayActions needed to improve student outcomesSlide22
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TAP-IT Implementation LevelsChildPrograms/SchoolsDistricts/OrganizationsStateSlide23
TeamSlide24
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T - TEAMUnique from other problem-solving processesWhat makes TAP-IT unique from other data problem-solving models?Tool for TeamsSlide25
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Learning Community StandardsListen to understand. Complete activities on time. Participate and contribute to the team. Respect each other. Offer help willingly.Be organized and prepared. Slide26
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How would you define a “high performing team”?Slide27
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High Performing TeamPositive interdependence – Sink or Swim Together Individual Accountability – No Free RidersPerformance monitoring - Check it outCollaborative Competence - All for One; One for AllTechnology Optimization - Power Up and ProduceSlide28
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Team-based ProtocolImplementation teamsProtocol to establish efficient collaborative processesVision, goals, and operating standardsTeam member rolesMeeting scheduleIdentification of relevant sources of dataHigh performance teaming processesSlide29
AnalyzeSlide30
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AnalyzeInquiry to guide data analyses and root causesMultiple sources of relevant dataIdentification of children/programs needing supportIdentification of needed professional learningSynthesize key findingsSlide31
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Compelling QuestionsWhat difference does Early Intervention Services make for children birth to 3 years of age?What are the effects of EIS on future student performance?What interventions work better than others?Slide32
PlanSlide33
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PlanThe “what, who, when, where, resources, measurement” for each strategyAction planSMART goals: specific, measurable, achievable, realistic, timely1 Yearly goal3 cycle goalsMonthly targetsSpecific ActionsSlide34
ImplementSlide35
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ImplementSpecific roles of team membersSpecific responsibilities with designated timelinesSlide36
TrackSlide37
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TrackMonthly monitoring of action tasks, the fidelity of implementation, and performance targetsCompilation of results – organized and analyzed to determine impactMonthly review of performance targetsQuarterly review of goalsSlide38
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Maryland, TAP-IT, and Infants/Toddlers ProgramPam Miller, Early Childhood SpecialistMaryland State Department of EducationSlide39
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TAP-IT and SSIP Part CThe Maryland Infants and Toddlers Program will substantially increase the rate of growth of positive social-emotional skills in infants, toddlers, and preschool-age children in four local Infants and Toddlers Programs.Slide40
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Strategic CollaborationsCoachingRBISEFELCOSIFSP Process & DocumentSEFELSlide41
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Learn More About Us!Visit the DaSy website at:http://dasycenter.org/Like us on Facebook: https://www.facebook.com/dasycenterFollow us on Twitter:@DaSyCenter Slide42
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The contents of this presentation were developed under a grant from the U.S. Department of Education, # H373Z120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Meredith Miceli and Richelle Davis.