{"id":4176,"date":"2017-01-16T00:00:00","date_gmt":"2017-01-16T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/continuous-improvement-improving-performance-and-personalization-through-powerful-data\/"},"modified":"2020-02-05T12:59:58","modified_gmt":"2020-02-05T17:59:58","slug":"continuous-improvement-improving-performance-and-personalization-through-powerful-data","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/continuous-improvement-improving-performance-and-personalization-through-powerful-data\/","title":{"rendered":"Continuous Improvement: Improving Performance and Personalization through Powerful Data"},"content":{"rendered":"

\"data\"This is the twenty-fifth article in the series\u00a0Implementing Competency Education in K-12 Systems: Insights from Local Leaders<\/a><\/em>.<\/em><\/p>\n

Timely, relevant data plays an important role in the transition to student-centered learning. In the process of the transition to competency education, school leadership, educators, and students will want, or even demand, an integrated information system to take advantage of the increased data on student learning. The drive toward improved student performance will increase the demand for data to guide greater personalization. Teachers who recognize the value of tracking student progress based on standards will not be content with the modifications allowed in most traditional student information systems or learning management platforms organized around semesters and courses. They will want to be able to monitor, support, and credential learning on standards regardless of if students are working below or beyond their grade levels. This requires organizing standards in a learning continuum beyond the course structure and displaying data in a way that gives a picture of the student profile\u2014an entire student\u2019s body of work and mastery, not just grading assignments and assessments within a course.<\/p>\n

An integrated learning system to support competency-based environments starts with student profiles and standards-based learning continuums. Indicators of a student\u2019s progress on each standard across content areas are key. Many vendors are offering standards-based or competency-based grading, but don\u2019t provide the student-centered approach to managing progress along a learning continuum in all the significant domains. The student information systems that support traditional time-based schools are organized by courses or classes\u2014 not students\u2014thus it is very difficult to generate a picture of how students are advancing across disciplines and over the years.<\/p>\n

In early stages of the transition, most districts collect data on how students are progressing within the academic disciplines. As the competency-based system is further implemented, tracking of data on student learning often expands to include habits of learning, the type of learning experiences to ensure students are having adequate opportunities to apply learning in real-world settings or projects, and a broader set of domains. Bob Crumley, Superintendent of Chugach School District<\/a>, explains, \u201cIt\u2019s important to send a message that the state testing indicators aren\u2019t the end all, even if that\u2019s the focus of state legislators. It sends a powerful message when the state only tests reading, writing, and math but not social studies or employability skills. As a district, we had to put into place a system that created a meaningful and balanced way to talk about student progress and our effectiveness in all areas. We believe all content areas are equally important. We dedicate staff development and resources on all ten content areas. We monitor progress and celebrate growth in all ten areas.\u201d<\/p>\n

While stitching and patching together systems that require teachers to enter information into two systems can serve as a stop gap fix in the short run, this is absolutely unsustainable in the long run. New options for next generation learning platforms that are taking into consideration the needs of competency-based schools are beginning to emerge. Some districts are creating customized systems in partnership with vendors. Schools purchasing new products or working with small vendors may be frustrated with inadequate product support, and creating customized systems will raise issues of its own. It is best if a district takes the time, as Fulton County Schools is doing, to develop an enterprise architecture to guide decision making. The process of designing a full enterprise architecture requires districts to clarify\u2014and, if need be, redefine\u2014the core functions of district and school operations and the data needed to support it. The bottom line is that districts will make decisions based on local considerations and the urgency of their need to create transparency for teachers and students to track progress and help focus instructional support to ensure students are continuing to advance.<\/p>\n

In addition to developing integrated management systems, districts will need to nurture the culture and capacity for data-driven learning. The student data for personalizing learning with a culture of continuous improvement can be deeply empowering to all the members of a school community. Students and parents can monitor progress in close to real-time. Teachers can more easily personalize education for students\u2019 needs, monitor progress, and see where they need to improve their skills. Principals can identify early on when there are students struggling in a number of disciplines or transitioning from steady progress to a slower rate of learning.<\/p>\n

Integrated information management systems and blended learning can power personalized models and help bring them to scale. Data-driven instruction will require that teachers expand their skills. As reported by iNACOL, teachers will need to build their technical skills, competencies, and capacity to use data, including the ability to:<\/p>\n