KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EDL 7305/ITEC 7305 – M.Ed. in Educational Leadership
Department: Educational Leadership
Degree Title (if applicable) N/A
Proposed Effective Date: Fall 2010
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. __X__ simple editing changes to a course description
(And cross listing to a course)
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog p. 148
Course Prefix and Number EDL 7305
Course Title Data Analysis and School Improvement
Class Hours__3____Laboratory Hours___0___Credit Hours__3_____
Prerequisites Admission to M.Ed. Program or Permission of Instructor
Description:
In this course, future educational leaders learn to utilize data to identify school improvement needs and
make informed decisions in effectuating change that lead to the academic success of all P-12 students
including those with learning disabilities and those who come from linguistically and culturally diverse
backgrounds. The ultimate goal of this course is to produce educational leaders who effectively collect,
analyze, and use data to improve schools through successfully demonstrated change models. In this course,
future leaders learn to systemically collect and analyze multiple sources of data to identify improvement
needs, determine an effective response, monitor and correct progress, and demonstrate success to
stakeholders. Candidates also examine the components of an effective school improvement plan.
Additionally, students learn to drive and sustain change in a collegial environment, culminating in students’
understanding of, and ability to use, a wide range of applicable leadership practices.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number EDL 7305 and ITEC 7305________
Course Title _Data Analysis & School Improvement________
Class Hours___3___Laboratory Hours__0____Credit Hours___3____
Prerequisites Admission to Graduate Study
Description
In this course, educators will learn to utilize data to identify school improvement needs
and make informed decisions in effectuating change. The ultimate goal of this course is
to produce educational leaders who effectively collect, analyze and use data to improve
schools through successfully demonstrated change models. In this course, educators will
learn to systemically collect and analyze multiple sources of data to identify improvement
needs, determine an effective response, monitor and correct progress, and demonstrate
success to stakeholders. Additionally, students will learn to drive and sustain change in a
collegial environment, culminating in students’ understanding of, and ability to use, a
wide range of applicable leadership practices. Finally, students will learn a variety of
technology tools to use for data analysis. They will also learn a variety of Web 2.0 tools
to facilitate school communication.
III.
Justification
The course description was slightly changed to meet requirements needed for this course to be included in
the Teacher Leadership and Assessment Certificate endorsements. In the future, this course will also be
offered in the Instructional Technology programs, so please cross list EDL 7305 as ITEC 7305.
2
3
VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Educational Leadership
COURSE NUMBER
EDL 7305/ITEC 7305
COURSE TITLE FOR LABEL
Data Analysis & School Improvement
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
4
EDL 7305/ITEC 7305 Data Analysis & School Improvement
Department of Educational Leadership
Kennesaw State University
Summer Semester, 2009
Instructor:
Class Session:
Total 160 Instructional Hours, 40 class hours + 120 prep hours
(3-4 hours outside of class for every hour in class)
Text:
Boudett, K.P., E.A. City and R.J. Murnane. (2005). Data Wise: A Step-By
Step Guide to Using Assessment Results to Improve Teaching and Learning.
Harvard Education Press.
Love, N., Stiles, K., Mundry, S., and K. DiRanna. (2008). The Data Coach’s
Guide to Improving Learning for All Students. Corwin Press.
Catalog Description:
Prerequisite: Admission to Graduate Studies
In this course, educators will learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to produce
educational leaders who effectively collect, analyze and use data to improve schools through
successfully demonstrated change models. In this course, educators will learn to systemically
collect and analyze multiple sources of data to identify improvement needs, determine an
effective response, monitor and correct progress, and demonstrate success to stakeholders.
Additionally, students will learn to drive and sustain change in a collegial environment,
culminating in students’ understanding of, and ability to use, a wide range of applicable
leadership practices. Finally, students will learn a variety of technology tools to use for data
analysis. They will also learn a variety of Web 2.0 tools to facilitate school communication.
Purpose/Rationale:
Educators must learn how to collect, analyze, and use the wide array of student assessment data
available in their schools to improve teaching and learning. This course prepares students to use
data to catalyze and support improvement in K-12 schools. The primary objective is to prepare
students to lead collaborative analysis of a wide range of data sources – including annual
standardized tests, daily class work, and classroom observations – and facilitate productive
conversations about how to act on what they learn from this analysis. Students will also learn
about the significant local, state, and federal mandates surrounding school accountability. This
course centers around working on a action plan for students’ schools and has a significant field
experience component as the work in the course is based on their schools’ unique situations.
5
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING, LEARNING and LEADERSHIP
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals
in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels
of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
6
assistance plan. In some cases, certification of disability is required. Please be aware that there are other
support/mentor groups on the campus of Kennesaw State University that address each of the multicultural
variables outlined above.
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to
be involved in a variety of leadership and field-based experiences directed at the
improvement of teaching, learning, and school leadership. Appropriate activities may
include, but are not limited to, attending and presenting at professional conferences, actively
serving on or chairing field-based committees, observing and analyzing school board
meetings, leading or presenting professional development activities at the school or district
level, and participating in education-related community events. As you continue your
educational leadership experiences, you are encouraged to explore every opportunity to learn
by doing.
You are required to complete your field experiences in diverse settings with diverse
populations. In addition, you are required to complete your field experiences at all P-12
school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these requirements, you should
complete several of your field experiences in diverse settings at other schools. You are
required to document in your field-experience log the diverse settings and various P-12
school levels in which you complete your field experiences. Approximately 30% of class
assignments will involve field experiences. You are required to log your hours and reflect on
what you have learned. The field-based documentation will serve as artifacts in your
professional portfolio.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio account.
This web-based application will be used in multiple courses throughout your program, but you will only
need to purchase your account ONE time since the accounts are good for five years. Accounts must be
purchased through the KSU Bookstore. For additional information on how to purchase the account, the
purpose of Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an organized
view of themselves and their educational leadership capabilities. Each student is expected to create an
electronic portfolio demonstrating mastery of the BOR strands and the PSC/ELCC/NCATE standards.
Students are required to upload assignments from each class in the Educational Leadership program to the
Chalk and Wire portfolio. Each assignment uploaded must be accompanied by a reflection clearly
demonstrating knowledge, application, analysis, and synthesis of the BOR strands and the
PSC/ELCC/NCATE standards.
Collegiality and Collaboration:
Collegiality and collaboration are required by today’s successful educational leaders and are
encouraged in candidate preparation of each assignment. While writing up assignments are an
individual matter; candidates are encouraged to work with colleagues to obtain the best possible
product representing their knowledge and abilities. Collaboration will be utilized in class
7
sessions through brainstorming, group work, and discussion. It is strongly suggested that
candidates work with their class data teams and identify additional colleagues with whom they
can share ideas, edit each other’s work, and offer constructive criticism for strengthening their
assignments.
Class Data Teams:
Team 1:
Team 2:
Team 3:
Team 4:
Attendance Policy:
In an accelerated program like the M.Ed. in EDL, class attendance is critical. It is the expectation that
students will attend ALL class sessions. Only those absences related to health issues, emergencies, and/or
unavoidable professional obligations will be considered by the professor. Any absence, approved or
otherwise, will result in the loss of participation points for the missed class. In addition, absences will
require make up work related to the course content covered in the missed session. Students should expect
to spend at least as much time completing the make-up work assignment as they would have spent if
attending the face-to-face session.
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up work.
3. Candidates with more than one class absence will be advised to drop the class.
Class Norms:
1. Silence electronics.
6. Contribute to class discussions and data team activities.
2.
Take important calls outside.
7. Deal with team conflicts in class respectfully and immediately.
3.
Attend all class sessions.
8. During instruction, use computers only when required by class activities.
4. Be on time to class.
9.
5. Honor confidentiality.
10.
Course Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the student will be
able to:
Course objective
Course
Contents
1.Use action research to
review performance data and
Overview of educational
research; data collection and
student work to refine
analysis
curriculum implementation
and innovation.
2.Engage teachers in the use of
assessment data to design and
Data Pyramid;
adjust instruction to maximize
Forming data teams
student learning and
achievement.
Course
Activity/
Assignment
Assessment
ISLA – Action Plan – Researchbased strategies
ISLA Rubric
ISLA – Data Summary, Data
Overview
ISLA Rubric
BOR
PSC&NCATE
Ten Strands
Standards
(MED/TL)
1f
2e/1a, 6c, 6g, 8c
3a
1a
1b/1b, 6g
8
3.Engage teachers in the
collaborative analysis of
assessment data to plan for
Forming data teams;
continuous improvement for
disaggregating data
each student, subgroup of
students, and the school as a
whole.
4. Systematically collect and
analyze multiple sources of
data and use them to: Identify
improvement needs;
Determine root causes of
Collaborative Inquiry; Data
collection and analysis
performance problems;
Determine a course of action;
Monitor progress at frequent
and regular intervals;
Celebrate accomplishments.
5.Develop an appropriate
presentation for an
Data Overview
internal/external audience
based on analysis of multiple
sources of data.
6.Analyze data from multiple
sources to inform a decision
Data collection and analysis
about curriculum, assessment,
and instruction.
7.Analyze data from multiple
sources (including attention to
Data collection and analysis
WIDA standards) for
comprehensive school
improvement planning.
8. Use technology tools for
Excel Activities
data analysis.
9. Select or develop and use
instruments designed to
analyze beliefs, processes, and
Data Collection of perceptions,
structures in a school or
practices and beliefs
district that support or impede
rigor in teaching and learning.
10. Develop action plans to
address the results of an
analysis of the school or
system culture.
11. Lead teachers to accept
collective responsibility for
school improvement and the
learning and achievement of
all students.
Identifying student-learning
problem; goals, strategies,
monitoring tools
Collaborative Inquiry
12. Lead the collaborative
development or revision of the
vision, mission, and
School Vision and Data Team
values/beliefs that will guide
Alignment
and inform the continuous
improvement.
13. Link individual and
organizational goals,
performance, and results.
ISLA – Data Summary, Data
Overview, Action Plan
ISLA – Data Inventory; Data
Overview; Action Plan
ISLA – Data Overview
Presentation
ISLA – Data Overview; Action
Plan
1a
1b
1c
1d
2a
2d
2e/1d
4b
1b
2a
4c
2d
2e/1c, 6d
4d
2d
2e
4e
/7e
5a
2a
2d
2e
5b
2d
2e/8e
5f
1a
1b
1c
1d
2a
2b
2c
2d
2e
1a
1b
1c
1d/2g
ISLA Rubric
ISLA Rubric
ISLA - Data Overview; Action
Plan
ISLA Rubric
ISLA – Data Team Summary
4a
ISLA Rubric
ISLA Rubric
ISLA – Action Plan
1a
1c
1d
2e/1a, 5c, 7d
ISLA Rubric
ISLA – Data Overview; Action
Plan
ISLA – Action Plan
3f
ISLA Rubric
ISLA Rubric
ISLA Rubric
7a
ISLA – Data Team Summary
ISLA Rubric
7b
School Vision and Data Team
Alignment
ISLA – Data Team Summary;
Action Plan
1c
1d
2a
3c
ISLA Rubric
9
14. Develop measurable
school-wide, grade-level, and
teacher goals that focus on
student achievement.
15. Monitor the
implementation of the school
improvement or strategic plan
and its impact on student
achievement using an
accountability system.
16. Use appropriate
performance management
tools and processes to plan,
measure, monitor and
communicate about
improvement
17. Identify and address
barriers to leader, faculty and
staff performance.
18. Provide interventions to
address underperformance of
leaders, faculty and staff.
19. Identify and map core
school/system processes and
plan for their improvement.
20. Lead the analysis of school
processes to determine their
impact on learning time and
plan for their improvement.
21. Develop and implement
high performance teams, such
as school improvement teams,
to improve school processes
and performance.
22. Use improvement results
to make recommendations for
continuation and/or
modification of plans and
processes.
23. Manage operations within
the structure of Georgia public
education rules, regulations,
and laws and the Georgia
Code of Ethics for Educators.
24. Develop and lead
communication strategies to
support the school’s goals and
student achievement.
25. Actively engage parents,
community, and other
stakeholders in school
decision-making and problemsolving processes to have a
positive effect on student
learning and to achieve the
system’s vision.
SMART Goals
Monitoring Tools
ISLA – Action Plan
ISLA – Action Plan
ISLA Rubric
Root Causes
ISLA – Action Plan
ISLA Rubric
Research-based Strategies
ISLA – Action Plan
ISLA Rubric
Collaborative Inquiry
ISLA – Action Plan
ISLA Rubric;
Data collection and analysis
ISLA – Data Overview; Action
Plan
Monitoring Tools
Serving as a
Data Coach
FERPA
Communication
ISLA – Action Plan
ISLA
ISLA – Elevator Speech; Data
Overview Presentation; Action
Plan
7d
2d
2e
3c/2a, 8e
7e
2d
2e/2a
7f
3c/3g, 6a
7g
2d
2e
7h
2b
3c
3d
7i
2d
2e
3c/2w
7j
1a
1c
1d
2a/2b, 3d, 3f
3h, 4c, 8i
7k
2d
2e
3c
8b
3a
3b/1g, 2d, 2m,
2n, 2u, 3j, 4l
10a
1a
1b
1c
1d
4a
4d/
4d, 4f, 4h, 4k,
9g
1d
4a
4b
4c
4d/
2f, 4j
ISLA Rubric
ISLA – Elevator Speech; Data
Overview Presentation; Action
Plan
ISLA – Data Summary
2d
2e
ISLA Rubric
Communication
Data team creation;
Collaborative Inquiry
7c
ISLA Rubric
ISLA Rubric
ISLA Rubric
ISLA Rubric
ISLA Rubric
10c
Communication
ISLA – Elevator Speech; Data
Overview Presentation; Action
Plan
ISLA Rubric
10
26. Establish mechanisms and
structures for continuous
feedback from all stakeholders
and use feedback for
continuous improvement.
27. Mobilize community
resources to strengthen
schools, families and student
learning.
28. Develop and implement a
plan that influences the larger
political, social, economic,
legal, and cultural context to
advance student and teacher
success.
Monitoring Tools
Community Involvement
Action Plan
ISLA – Action Plan
ISLA – Action Plan
ISLA – Action Plan
10e
1d
2e
4b
4d/2s, 3k, 4i, 6e
10f
4c
10k
6a
6b
6c/10g
ISLA Rubric
ISLA Rubric
ISLA Rubric
In-Class Technology Activities:
Day 1: Students will review Excel 2007 basics, such as entering and editing text, widening
columns, completing a series, inserting and deleting rows and columns, formatting cells, entering
formulas, adding borders, and printing.
Day 2: Students will learn how to stoplight highlight using conditional formatting in Excel 2007.
Students will also learn how to create a VoiceThread on the Web.
Day 3: Students will learn how to create charts/graphs in Excel 2007. Students will also learn
how to create a Wordle of their school vision on the Web.
Day 4: Students will learn how to create charts/graphs in Excel 2007.
Day 5: Students will analyze school data provided in class using Excel 2007.
Day 6: Students will analyze school data provided in class using Excel 2007.
Day 7: Students will learn how to use Google Docs to create an online survey for their school.
Day 8: Students will deliver their Data Overviews via PowerPoint.
11
Course Requirements/Assignments:
All assignments are individual assignments. Students are encouraged to be as collaborative as possible with
educators from their own schools when completing their assignments. For example, students should seek input from
willing colleagues as they construct their action plans. In addition, students should collaborate with their mentors
or other leaders/colleagues in their school setting who can review assignments and provide constructive feedback.
These collaborations qualify as field experiences. The instructor will also create a collaborative environment among
peers in the class.
1. IMPACT ON STUDENT LEARNING (ISLA):
[PROGRAM ASSESSMENT] [PORTFOLIO SUBMISION] [FIELD EXPERIENCE]
The main, overarching assignment is the Impact on Student Learning Assessment (ISLA)
described below. It contains 6 major sections. Each section will be undertaken individually
by each student at their own school, but students are encouraged to work with their class data
teams and/or other colleagues to share ideas, edit each other’s work, and offer constructive
criticism for strengthening their assignments.
Complete a log for each of the 6 sections of the ISLA, detailing and reflecting upon a
minimum of 30 hours in-field work. The log has been embedded at the end of each template
for each assignment—except for the Data Overview Presentation. You will need to complete
a separate log for the Data Overview since it is a presentation file and not a word processing
document. In Chalk & Wire, upload each completed template to your electronic portfolio
under Standard 2 – Impact on Student Learning (ISLA).
The ISLA includes the following components:
1.
ELEVATOR SPEECH (30 pts) – Due on Day 3 –
a. Assume you have been assigned to serve as a Data Coach in your school, and
you are about to launch a major data initiative. You will be required to
convince faculty and other members of the school community to support and
participate in the initiative. Develop and deliver a one-minute “elevator
speech” describing the initiative and summarizing why it is important to the
school improvement process. You may wish to include why this initiative is
complementary to other initiatives going on in the school. Be prepared to give
this speech in class at anytime requested by your professor. See sample on p.
63 (Data Coach’s Guide). Use the template provided by your professor.
b. Record your Elevator Speech on Voice Thread at the URL below. Due on
Day 3 –
Instructor must create a Voice Thread and provide the URL to students.
2.
DATA TEAM SUMMARY (50 points) – Due on Day 4 –
As the Data Coach, you must outline a plan to develop a data team at your school.
Write a Data Team Summary to include the items below. Use the template
provided by your professor.
a. School Vision – A vision is a compelling, desired future for your school,
encouraging increased learning and achievement for all students. The vision
serves to inform and guide the data team in using data for comprehensive
school improvement planning. Data frames a vision for what is possible,
creating a road map for action. By studying and responding to needs identified
12
in the data, the data team serves to implement and steward the school’s vision
of learning.
1. Vision. Study your school’s vision. Paste a copy of it into this section.
2. Wordle URL. Visit http://www.wordle.net and create a “word cloud”
of your school’s vision by clicking create and pasting your school’s
vision into Wordle. Click Go. Click on the Randomize button to find
your favorite version of the Wordle. Click on Save to Public Gallery
and enter a title for your Wordle. Click OK. Finally, copy and paste
the URL for your Wordle into this section so your professor can view
it. You might also want to Print it and share it with your principal and
other members of your school’s Leadership Team.
3. In this section, briefly describe how your school’s data team(s) can use
data to measure meaningful progress toward realization of your
school’s vision (i.e. benchmarking progress toward SIP goals, etc.)
b. Purpose & Roles - Describe the overall purpose of the Data Team(s). List the
specific roles of the Data Team(s).
c. Data Team Formation, Rationale & School Structures - Describe how the
data team(s) will be formed and the process used to select the members.
Provide a rationale for the team’s composition (Why did you select who you
selected?). If you selected a pre-existing team, provide a rationale for why.
Since the current job responsibilities of team members may impact team work,
describe existing school structures that will become venues for data
discussions (i.e., early release days), and identify any new structures that may
be needed to create a schedule allowing for collaborative work. In other
words, how will you make time for the data team to engage in collaborative
inquiry?
d. Decision-Making Authority - Explain the decision-making authority of the
Data Team(s). In other words, can the team decide to implement interventions
to address student-learning problems or are they responsible for
recommendations to someone else for that decision?
e. Outreach Plan – The success or failure of collaborative inquiry rests on the
commitment and support of key stakeholders. Create an Outreach Plan
describing the various audiences you will reach out to and how you will work
with them in order to build “buy-in” and support for your school’s data
initiative. (see Table 2.1 on pp. 31-32, Data Coach’s Guide).
3.
INSTRUCTIONAL INITIATIVES INVENTORY (50 points) – Due on Day 5
Create an Instructional Initiatives Inventory including a summary of all the
instructional initiatives currently under way at your school (see Exhibit 1.2 on
page 19, Data Wise Textbook). Use the template provided by your professor.
13
4.
DATA INVENTORY (75 points) – Due on Day 6 –
a. Create a Data Inventory providing a summary of all the types of data that are
available in your school. Also include other student-level information your
school collects as well as other types of data and/or assessments you would
like to see your school begin collecting (see Exhibit 1.1a on page 15, Data
Wise Textbook). Use the template provided by your professor.
BONUS ONLY - OPTIONAL
b. Demographic Overview (25 bonus points)
Students:

Total student enrollment

Enrollment data for the last 3 years:
Disaggregated by gender, race/ethnicity, economic status, mobility,
English Language Learners (ELL), Educational Program (Regular
Education, Special Education, Talented/Gifted Education)

Dropout rates, attendance, retention, discipline (ISS, OSS)
Teachers:

Total number of teachers

Disaggregated, e.g., by gender and race/ethnicity

Years of experience

Percentage certified in field
Community:

Average income, level of education, primary language spoken in
home, and other important characteristics that may impact student
achievement.
.
14
5.
DATA OVERVIEW (150 points) – Due on Day 7
a. Locate and review demographic and student achievement data for your school
as measured by the statewide accountability test. Create a data overview—a
concise summary of student achievement results—telling a coherent story,
highlighting strengths as well as weaknesses, and emphasizing one or two key
areas in which academic improvement is needed most. In addition to
standardized test scores, use the results from your school’s GAPSS review, if
applicable, to inform your data overview. The overview should be well
organized, and include relevant graphic displays such as pie charts, bar charts,
and/or line graphs.
Please include 3-5 years of longitudinal data for comparison—particularly
when using the demographic data to show how the student population has
changed in various subgroups. Be sure to include your school’s transiency
rate, if available. Include graphs and/or tables that compare your school’s
results to district or state results. The overview should include a title slide,
purpose slide, 10-12 graphical data slides, as well as summary and discussion
slides.
Share the data overview with your school principal. Discuss the possibility of
presenting the data overview at a faculty meeting.
b. Data Overview Presentation (25 points) – Due on Day 7 - Each student will
present a condensed version of the most salient points of their Data Overviews
in class. The amount of time for the presentation will be announced by your
professor and may vary based on class size and other important variables.
6.
ACTION PLAN
a. Part I – (75 points) – Due on Day 8 - Create an action plan to address one of
the weaknesses presented in the Data Overview (see Exhibit 6.4 on p. 131 in
the Data Wise text and Table 7.2 on p. 313 in Data Coach’s Guide). Also,
consider any data from your school’s GAPSS review in the development of
your action plan. Additional details will be discussed in class. Use the
template provided by your professor.
b. Part II – (75 points) – Due on ???? - Create a comprehensive Data Coach’s
action plan outlining each step you would take to launch a data initiative in
your school. You will need to review all the tasks laid out in the Data Coach’s
Guide and decide which activities you will implement with your data team
during the first year of implementation. Additional details will be discussed in
class. Use the template provided by your professor.
2. STUDY GUIDES (25 pts per Study Guide – Total of 125 points)
Students will complete five study guides based on questions from the Data Wise text.
15
3. QUIZZES/EXAMS (25 points per quiz – Total of 75 points)
Quizzes and Exams will be given to ensure readings course content is understood and
synthesized. If a student is absent or late and misses a quiz, a zero will be given on the quiz.
4. DISCUSSION FORUMS (25 pts) & PEER RESPONSES (10 pts):
Students will respond to weekly online discussion forums in Georgia VIEW Vista (25 points
each). In addition, students will read and respond to their peers’ online postings each week
(10 points each). Since responding to all class members during online sessions would be
impossible, students will only respond to 2 team members each week. (Please select different
team members each week.) Students will provide responses to their peers approximately 8
times during this semester. Students will use the Ladder of Feedback protocol below to
develop constructive and meaningful responses.
The Ladder of Feedback Protocol
How can we provide valuable feedback to our colleagues?
If we only offer our colleagues general and supportive comments, our colleagues may feel
good, but not learn much. It can feel risky, however, to provide specific suggestions or less
positive comments. One way to deal with this risky feeling is to follow a process for
understanding and responding to colleagues. Daniel Wilson and Heidi Goodrich Andrade
recommend a process that they call the “Ladder of Feedback”. Here is a condensed version of
their process:
1. Clarify
2. Value
3. Offer
concerns
4. Suggest
Clarify: When learners share their work, their ideas may not seem clear or some information may be
missing. It is crucial to ask questions about unclear points or absent ideas before feedback is given. This
step can help us gather relevant information and provide more informed feedback.
Value: After gathering the proper information, expressing your appreciation for learners and their ideas is
fundamental to the process of constructive feedback. Valuing builds a supportive culture of understanding
and helps learners to identify strengths in their work they might not have recognized otherwise. Stressing
the positive points of the work, noting strengths and offering honest compliments sets a supportive tone
during a feedback session. Such valuing honors people and their strongest ideas. It also reminds them of the
parts of their work to preserve, as they change it to make improvements.
Offer Concerns: Often there are legitimate concerns about the work being assessed. Perhaps you see
problems or don’t agree with the ideas or actions in question. Now is the time to raise such concerns – not
as derisive accusations or abrasive criticisms, but as honest thoughts and concerns. "Have you considered . .
.", "What I wonder about is . . .", "Perhaps you have thought about this, but . . ." are all ways of framing
concerns in non-threatening ways.
Suggest: Offering suggestions is the last vital rung in supporting learners in developing understanding.
Giving suggestions for solving the problems we identified during the last step can help the learner use the
feedback to make improvements. Of course, there is no guarantee that the learner will use the suggestions,
nor need there be one. Suggestions are just that--suggestions--not mandates.
Taken from an online course offered at Harvard – Data Wise.
16
5. PREPARATION/PARTICIPATION/PROFESSIONALISM:
(20 points per class)
Students are required to come prepared to contribute meaningfully to class discussions and
activities. Participation requires more than attendance. It is expected that you will keep up
with the readings and share your ideas in class, as well as listen to and be respectful of the
ideas of your peers. You are expected to participate in cooperative learning activities in class
enabling you to apply new knowledge and skills. Students are expected to be punctual, and
attentive to the professor and colleagues. Off-topic side conversations are unprofessional and
unacceptable. Assignments posted within GeorgiaVIEW Vista are expected to be on time.
Should technical issues prevent posting, email the assignment to your instructor. Emails
received after the due date/time may receive substantial reductions.
17
GeorgiaVIEW Vista GRADE BOOK KEY
Day 1: 8/20/09
Grade Book Entry
Pts.
Discussion Forum
Day 1 Discussion Forum
25
Peer Responses
Day 1 Peer Responses
10
Study Guide
Day 1 Study Guide
25
Participation
Day 1 Participation
20
Discussion Forum
Day 2 Discussion Forum
25
Peer Responses
Day 2 Peer Responses
10
Participation
Day 2 Participation
20
Quiz
Day 2 Quiz
25
Discussion Forum
Day 3 Discussion Forum
25
Peer Responses
Day 3 Peer Responses
10
Study Guide
Day 3 Study Guide
25
Participation
Day 3 Participation
20
Elevator Speech
Day 3 Elevator Speech
30
Discussion Forum
Day 4 Discussion Forum
25
Peer Responses
Day 4 Peer Responses
10
Participation
Day 4 Participation
20
Quiz
Day 4 Quiz
25
Data Team Summary
Day 4 Data Team Summary
50
Discussion Forum
Day 5 Discussion Forum
25
Peer Responses
Day 5 Peer Responses
10
Study Guide
Day 5 Study Guide
25
Participation
Day 5 Participation
20
Instructional Initiatives
Day 5 Instructional Initiatives
50
Discussion Forum
Day 6 Discussion Forum
25
Peer Responses
Day 6 Peer Responses
10
Participation
Day 6 Participation
20
Quiz
Day 6 Quiz
25
Data Inventory
Day 6 Data Inventory
75
Discussion Forum
Day 7 Discussion Forum
25
Peer Responses
Day 7 Peer Responses
10
Day 2: 8/27/09
Day 3: 9/10/09
Day 4: 9/24/09
Day 5: 10/8/09
Day 6: 10/15/09
Day 7: 10/29/09
18
Study Guide
Day 7 Study Guide
25
Participation
Day 7 Participation
20
Data Overview
Day 7 Data Overview
150
Data Overview Presentation
Day 7 Data Presentation
25
Discussion Forum
Day 8 Discussion Forum
25
Peer Responses
Day 8 Peer Responses
10
Study Guide
Day 8 Study Guide
25
Participation
Day 8 Participation
20
Action Plan – Part I
Day 8 Action Plan Part I
75
Action Plan – Part II – Due 11/19/09
Day 8 Action Plan Part II
75
Day 8: 11/12/09
GRAND TOTAL
1170
Evaluation and Grading:
The student’s work will exhibit the following:
For a grade of A:








All parts of the
assignments are
complete as defined
by the instructor.
Topics are fully developed.
Knowledge of subject
matter is clear and work is
focused on assigned topics.
Additional information
beyond requirements is
included if appropriate.
Work shows a clear match
between theory and practice.
Work shows evidence of
critical thinking.
Work contains few or no
errors in writing.
Citations and references are
used correctly and
consistently.





For a grade of B:
All parts of the
assignments are addressed,
but one or two may be
incomplete or unclear (i.e.,
perhaps examples are not
sufficient or are not
explained in sufficient
detail for the reader to
form a clear picture.
Knowledge of subject
matter is clear.
Work shows a clear match
between theory and
practice.
Work contains several
errors in writing.
Citations and references
are used correctly and
consistently.
For a grade of C or below:
 Assignments do not
address all requirements
or do not meet some
criteria specified.
 Topics may be only
partially developed.
 No clear match between
theory and practice.
 Contains numerous
errors in writing.
 Errors in citations and
references or no citations
and references where
needed.
Grades will be assigned as follows:
1053-1170 points
936-1052 points
819-935 points
<935 points
A
B
C
F
19
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5.
Reading assignments
2. Student projects
6.
Presentations
3. Class exercises
7.
Field Experiences
4. Class and Group discussions
Academic Integrity Expectations:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an
“informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
Bibliography:
Taken largely from Harvard’s Graduate School of Education’s course entitled: Data Wise: A
Step-by-Step Guide to Using Assessment Data to Improve Instruction (A-306).
School Administrators/others involved in course design:
Cheryl Mauldin, Principal, Cobb County School District
Dr. C. Thomas Holmes, Professor, University of Georgia, Department of Educational Leadership
Dr. Bill Swan, Professor Emeritus, University of Georgia
Mr. Travis Schmid, Teacher, Cobb County School District
20
Course Outline:
THURSDAY, 8/20/09 Day 1
Assignments Due Day 1:
Read Data Wise, Intro. & Chapter 1, pp. 1-28; Skim Data Coach’s Guide, pp. 1-72; Explore the CD-ROM.
Complete and post the Study Guide for Day 1 to the Study Guide Forum by Noon on Thursday 8/20 (25 pts).
Post a 2-3 paragraph response to the Day 1 Discussion Forum by Noon on Thursday 8/20 (25 pts). Please
answer each question thoroughly.
Discussion Forum: Study the Data Pyramid found on page 67 of the Data Coach’s Guide. How does your
school’s current uses of data compare to the uses recommended by the Data Pyramid? What are the strengths of
your school’s current uses? What do you perceive as the major weaknesses?
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 8/23 (10pts) using
the Ladder of Feedback protocol.
Thursday, 8/27/09 Day 2
Assignments Due Day 2:
Post a 2-3 paragraph response to the Day 2 Discussion Forum by Noon on Thursday 8/27 (25 pts).
Discussion Forum: Listen to the podcast with Scott McLeod at http://www.scottmcleod.net/podcasts/ entitled,
Some Thoughts on Data Driven Decision Making. Discuss 3 things you heard that reinforced, extended or
challenged what you’ve learned thus far through the readings, class discussions, and data team activities.
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 8/30 (10 pts.)
using the Ladder of Feedback protocol.
Thursday, 9/10/09 Day 3
Assignments Due Day 3:
Post your Elevator Speech to the Elevator Speech Forum by Noon on Thursday 9/10 (30 pts.).
Post your Elevator Speech to Voice Thread by Noon on Thursday 9/10 (10 of the 30 points)
Read Data Wise, Chapters 2-3 pp. 29-79; Skim Data Coach’s Guide, pp. 73- 120.
Complete and post the Study Guide for Day 3 to the Study Guide Forum by Noon on Thursday 9/10 (25 pts).
Post a 2-3 paragraph response to the Day 3 Discussion Forum by Noon on Thursday 9/10 (25 pts).
Discussion Forum: Read the attached scenario on "Building Assessment Literacy." (The attachment is in the
first reply below.) Respond to the following questions: 1. What steps does your school currently take to build
staff members' assessment/data literacy? 2. Describe a successful attempt you have experienced or witnessed on
the part of a school to prepare its staff members to increase their assessment/data literacy. If you haven't
experienced or witnessed one, describe how the school in the attachment you just read built the staff's
assessment literacy. 3. Are there ways in which you have seen assessment data misused? If so, describe.
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 9/13 (10 pts) using
the Ladder of Feedback protocol.
21
Thursday, 9/24/09 Day 4:
Assignments Due Day 4:
Post your Data Team Summary to the Data Team Summary Forum by Noon on Thursday 9/24 (50 pts.).
Post a 2-3 paragraph response to the Day 4 Discussion Forum by Noon on Thursday 9/24 (25 pts);
Discussion Forum: Listen to the podcast and view the PowerPoint slideshow of Scott McLeod’s Data Overview
at http://www.scottmcleod.net/podcasts/. Reflect on the Data Overview presented by Dr. McLeod. Using
Chapter 3of Data Wise as a basis for evaluation, what were the strengths and weaknesses of the overview? How
could it be improved? What grade would you assign Dr. McLeod? Why?
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 9/27 (10 pts) using
the Ladder of Feedback protocol.
Thursday, 10/8/09 Day 5:
Assignments Due Day 5:
Post your Instructional Initiatives to the Instructional Initiatives Forum by Noon on Thursday 10/8 (50 pts.).
Read Data Wise, Chapters 4-5 pp. 81-115; Skim Data Coach’s Guide, Chapter 4, pp. 121-250.
Complete and post the Study Guide for Day 5 to the Study Guide Forum by Noon on Thursday 10/8 (25 pts).
Post a 2-3 paragraph response to the Day 5 Discussion Forum by Noon on Thursday 10/8 (25 pts);
Discussion Forum: Read the attached article entitled, "Three school improvement mistakes and how to avoid
them." (The attachment is in the first reply below.) Is your school guilty of making any of these mistakes? If so,
which ones? How can a school avoid these mistakes in the future?
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 10/11 (10 pts)
using the Ladder of Feedback protocol.
Thursday, 10/15/09 Day 6:
Assignments Due Day 6:
Post your Data Inventory to the Data Inventory Forum by Noon on Thursday 10/15 (75 pts.).
Post a 2-3 paragraph response to the Day 6 Discussion Forum by Noon on Thursday 10/15 (25 pts).
Discussion Forum: Read the attached chapter on grading entitled, “The Last Frontier: Tackling the Grading
Dilemma.” Teachers typically have very strong belief systems regarding grading. Reflect on the chapter and
discuss at least 3 ideas or concepts that resonated with you or perhaps gave you an idea that you might want to
implement regarding grading as a teacher or school leader. What in the chapter did you disagree with? Why?
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 10/18 (10 pts)
using the Ladder of Feedback protocol.
22
Thursday, 10/29/09 Day 7:
Assignments Due Day 7:
Post your Data Overview to the Data Overview Forum by Noon on Thursday 10/29 (150 pts.).
Present your Data Overview to the class. (25 pts.).
Read Data Wise, Chapters 6-7 pp. 119-153; Skim Data Coach’s Guide, Chapters 5-6, pp. 251-307.
Complete and post the Study Guide for Day 7 to the Study Guide Forum by Noon on Thursday 10/29 (25 pts).
Post a 2-3 paragraph response to the Day 7 Discussion Forum by Noon on Thursday 10/29 (25 pts);
Discussion Forum: Read the attached article entitled, "The Work of Leadership," by Ronald Heifetz and
Donald Laurie. Describe a key adaptive challenge around using data that your school needs to address and how
you envision using one or two of Heifetz & Laurie's "Six Principles" to address it. (Click on CREATE
MESSAGE to post your reply to these questions. Use your name for the subject.) (If you are responding to a
data team member's post, click on their post, read it, and then click REPLY.)
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 11/1 (10 pts) using
the Ladder of Feedback protocol.
Thursday, 11/12/09 Day 8:
Assignments Due Day 8:
Post Part I of your Action Plan to the Part I Action Plan Forum by Noon on Thursday 11/12 (75 pts.).
Post Part II of your Action Plan to the Part II Action Plan Forum by Noon on Thursday 11/19 (75 pts.).
Read Data Wise, Chapters 8-9 pp. 155-188; Skim Data Coach’s Guide, Chapters 7- 8, pp. 308-356;
Complete and post the Study Guide for Day 8 to the Study Guide Forum by Noon on Thursday 11/12 (25 pts).
Post a 2-3 paragraph response to the Day 8 Discussion Forum by Noon on Thursday 11/12 (25 pts);
Discussion Forum: Reflect on your learning during this course and how you may be able to use it to help your
school use "data wisely." Please include reflections on the following: * What are the 3 most important things
you learned during this course? * What was the most valuable field experience in this course and why? (Elevator
Speech, Data Team Summary, Data Inventory, Instructional Initiatives Inventory, Data Overview, Action Plan)
* How do you plan to continue applying this learning in your school? * What challenges do you anticipate as
you continue to implement these ideas in your school?
Read and post an online response to 2 of your Data Team class members by 11 pm Sunday 11/15 (10 pts)
using the Ladder of Feedback protocol.
23