Data, can you dig it?
Data, ca n you dig it? Larianne Polk, ESU 7 Administrator Marci Ostmeyer, ESU 7 Professional Development Director Steve Rinehart, Osceola Public Schools Superintendent
Big Ideas ● Data focused (ESU 7-wide) ● Pla nning process (loca l) with supts a nd prins to determine ga ps a nd needs ● Determine C ustomized S ervices to fill the ga ps revea led in district da ta
Educational Service Unit 7 Columbus, NE
• • • • •
19 Public S chool Districts 36 S chool B uildings 3,673 S qua re miles 1,200 tea chers 13,000 students
Start with
How do you know... ...students are learning what is taught by your teachers? ...teachers who receive trainings have learned what was ‘taught’? ...school districts are using the information your ESU provides?
Start with the end in mind… ~Stephen Covey
Student Achievement
Why Use a Comprehensive Process? Data driven Evaluates the impact of services provided Predicts how the intervention is likely to improve outcomes How to replicate successful services elsewhere. Resource to demonstrate the cost savings to a school district
1. Identify Data necessary to make the decisions 1. Identify Challenges and Opportunities 1. Prioritize Evaluating Implementation Levels & Participation
1. Generate a Theory of Action 1. Hypothesis Impact on Student Achievement 1. Determine Key Services 1. Service Plan per District
Identify Data Necessary to Make the Decisions Superintendent Advisory Group • July (year prior) Data Sources • AQuESTT • ESU Service Matrix participation • NeSA radar charts
Identify Challenges & Opportunities, Prioritize S eptember - October
Generate a Theory of Action October - December How Might We...
How Might We?
Hypothesis Impact on Student Achievement
Determine Key Services ● List the current services provided to the
districts each on a separate piece of 11x17 paper and hung around the perimeter of the room ● Given How Might We and Priorities, what
new supports need to be added ● What services will fill the gaps and create a new 11x17 paper listing it
Instructional Coach
Determine Key Services Large dots identify priorities which will assist in filling gaps for Districts Admin teams place Large Dots on the corresponding posters listing services
What would you do with $10 million dolla rs? Small dots
Service Plan Per District
ESU and District Approval January
ESU 7 Board Approved Member School District Approval • Two-thirds member district a ffirma tive vote
Steve Rinehart, Osceola Superintendent [email protected] Larianne Polk, ESU 7 Administrator [email protected] @lariannepolk Marci Ostmeyer, ESU 7 Professional Development Director [email protected] @mostmeyer
We walk behind our districts so they are encouraged to keep moving, beside them so they are supported, and ahead of them to not only know where they are going, but to anticipate their needs.
Big Ideas ● Data focused (ESU 7-wide) ● Pla nning process (loca l) with supts a nd prins to determine ga ps a nd needs ● Determine C ustomized S ervices to fill the ga ps revea led in district da ta
Educational Service Unit 7 Columbus, NE
• • • • •
19 Public S chool Districts 36 S chool B uildings 3,673 S qua re miles 1,200 tea chers 13,000 students
Start with
How do you know... ...students are learning what is taught by your teachers? ...teachers who receive trainings have learned what was ‘taught’? ...school districts are using the information your ESU provides?
Start with the end in mind… ~Stephen Covey
Student Achievement
Why Use a Comprehensive Process? Data driven Evaluates the impact of services provided Predicts how the intervention is likely to improve outcomes How to replicate successful services elsewhere. Resource to demonstrate the cost savings to a school district
1. Identify Data necessary to make the decisions 1. Identify Challenges and Opportunities 1. Prioritize Evaluating Implementation Levels & Participation
1. Generate a Theory of Action 1. Hypothesis Impact on Student Achievement 1. Determine Key Services 1. Service Plan per District
Identify Data Necessary to Make the Decisions Superintendent Advisory Group • July (year prior) Data Sources • AQuESTT • ESU Service Matrix participation • NeSA radar charts
Identify Challenges & Opportunities, Prioritize S eptember - October
Generate a Theory of Action October - December How Might We...
How Might We?
Hypothesis Impact on Student Achievement
Determine Key Services ● List the current services provided to the
districts each on a separate piece of 11x17 paper and hung around the perimeter of the room ● Given How Might We and Priorities, what
new supports need to be added ● What services will fill the gaps and create a new 11x17 paper listing it
Instructional Coach
Determine Key Services Large dots identify priorities which will assist in filling gaps for Districts Admin teams place Large Dots on the corresponding posters listing services
What would you do with $10 million dolla rs? Small dots
Service Plan Per District
ESU and District Approval January
ESU 7 Board Approved Member School District Approval • Two-thirds member district a ffirma tive vote
Steve Rinehart, Osceola Superintendent [email protected] Larianne Polk, ESU 7 Administrator [email protected] @lariannepolk Marci Ostmeyer, ESU 7 Professional Development Director [email protected] @mostmeyer
We walk behind our districts so they are encouraged to keep moving, beside them so they are supported, and ahead of them to not only know where they are going, but to anticipate their needs.
