WEBVTT

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[Music] Welcome to the
overview on Developing

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and Maintaining a
Districtwide Data System.

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Many districts collect
and work with data,

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but often it is fragmented,

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with four to six different
systems using different

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protocols, vocabulary,
and data structures.

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As a result, data often have
large gaps and many inaccuracies

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and are challenging to use for
instructional decision making.

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To overcome these
challenges, districts need

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to implement a high-quality
data system

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that integrates data together
for easy analysis and reporting

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to a range of audiences,
from district administrators

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and specialists to school
principals and teachers.

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A properly implemented
system is necessary

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to give all stakeholders
the information they need

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to improve student achievement.

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For a data system to meet
such a wide variety of needs,

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it's essential to involve
a variety of stakeholders

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in the system's planning,
design, and implementation.

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Districts can establish a
data system advisory council

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or similar committee

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of individuals comprising
representatives

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from key stakeholder groups,
such as administrators,

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principals, teachers,
parents, and students.

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In this way, a variety
of perspectives

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and needs can be considered
when a district seeks

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to implement a data system.

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The advisors can meet regularly

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to help the district make
key decisions regarding the

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selection and implementation
of a districtwide data system.

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Responsibilities may include -
Developing roles and structures

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to oversee the district's
commitment to data quality

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and use, - Communicating to
staff the importance of data

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in making instructional
decisions, - Providing guidance

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about the requirements and
design of the data system, -

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Overseeing system development,
- Serving as the liaison

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between the different
stakeholder groups,

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soliciting feedback
about concerns

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and possible improvements
to the system, and -

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Identifying professional
development needs.

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First, the district needs to 
determine the system requirements.

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each school can provide
representatives who work

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with the district council to 
communicate their school's vision

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for the data system's requirements
and desired functions.

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The district can then integrate 
these needs into its larger plan.

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The council will also need
to consider factors such as -

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Access and data security,
- Bandwidth requirements, -

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Identification codes for
students and teachers, -

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consolidation of old or
legacy systems, - Initial

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and maintenance costs, - Data
storage, quality, timeliness,

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and reporting, - Formats for
data sharing across systems,

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and - Professional development
needed for implementation.

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The council will need to
weigh all these concerns

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against the resources available
to the district (both human

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and financial) and
decide whether

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to adopt a premade data
system from a vendor

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or develop one internally.

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Either approach may have hidden
costs, such as the time required

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to build a customized system
or the need to purchase add-ons

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that will allow a vendor package

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to meet all the defined
system requirements.

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Once the district determines how
it will procure a data system,

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district personnel need
to plan a staged rollout

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and professional development
opportunities to prepare staff

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without overwhelming
them with new technology.

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Staged rollouts and pilot
tests give staff a chance

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to become comfortable
with the system,

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and provide opportunities
for feedback early enough

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in the process that necessary
adjustments can easily be made.

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Ideally, the rollout
plan would be long-range

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and include timelines
for maintenance,

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training, and end-user support.

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Learning activities
should be available

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that are tightly linked
with specific tasks

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that users will need
to accomplish as soon

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as the system goes live.

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For example, teachers
want to know how

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to access benchmark assessment
results and produce reports

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in visual formats such
as tables or graphs.

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On the other hand, the
attendance monitor might need

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to access daily attendance
rates and produce reports

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that show attendance trends
for individual students.

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Professional development can
also be differentiated based

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on individuals' skill
levels, organizational roles

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and responsibilities,
and instructional focus.

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Topics could include data
transparency and safety,

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system uses and capabilities,
and the use of data

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for modifying instructional
practices.

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Users may require ongoing
technical assistance

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and additional trainings
when system refinements

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and enhancements are introduced.

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A data system may seem like
an unnecessary luxury to some.

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But for districts that
understand the powerful impact

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that coordinated, comprehensive
use of student data can have

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on educational improvement
goals, a data system needs

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to be a high priority.

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To allay concerns over
high costs, the plan needs

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to describe how a data system
supports the district's goals,

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and in a way that clearly
demonstrates why a data system

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is needed.

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To learn more about Developing

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and Maintaining a
Districtwide Data System,

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please explore the
additional resources

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on the Doing What Works website.

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[Music]