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"Using Data to Improve Performance Results" is section 3301-35-07 of the new Ohio Revised Code. This is the section of the Revised Code that describes expectations for measuring and improving operational and educational performance, determining baseline performance levels, the use of EMIS, and a process for regular district performance to insure continuous improvement. When Baldrige Criteria as used to evaluate an organization, this criteria gets four times the weight of each of the other six criteria. The major premises underlying the use of comparative information are: 1) organizations need to know "where they stand" relative to comparable organizations from within and outside the academic community; (2) comparative and benchmarking information often provide impetus for major change and improvement that might signal change taking place in educational practices; and (3) preparation for comparing performance information frequently leads to a better understanding of your processes and their performance. Sections A, B, C, and D are the most directly related to the Baldrige language criteria as they establish the expectation for data-based decision-making. Doug's comments are in italics.
"New Features" of the 2001 Operating StandardsUsing Data to Improve Performance ResultsSection 3301-35-07OhioRevised Code
- Each district is required to systemically and regularly collect and analyze information about the effectiveness of educational programs.
- Performance levels of educational programs and district operations should be regularly assessed by comparing them against past performance, similar districts, and benchmarks and best practices.
- The district's effectiveness as a organization should be regularly analyzed and improved by reevaluating key measures of systems, operations and support services.
- Comparison districts are selected by the district and are not limited to those on the Local Report Card.
- Mandated site evaluations are triggered by student performance (OAC 3301-35-11)
- OAC 3301-35-11 operationalizes requirements set forth in 3301-35-07. All districts are required to conduct a comprehensive review of educational programs and organization effectiveness.
- Mandated site evaluations are triggered by student performance.
- This standard operationalizes requirements set forth in 3301-35-07. All districts are required to conduct a comprehensive review of educational programs and organization effectiveness.
- These reviews may be conducted internally or by external resources e.g., site evaluation process used by the Department for AE districts has been reported to provide useful information to visited districts. (These site visits were piloted during the spring of 2001. In advance of a site visit, AE district leadership teams were asked to complete a self-assessment with scoring on the Baldrige criteria. These schools had not necessarily committed to Baldrige training or had any experience with Baldrige criteria. It was clear that the Department was experimenting with this process.)
3301-35-07 Using Data to Improve Performance Results.
(A) To provide a foundation for measuring and improving operational and educational performance, each district or school shall;
(1) Collect and analyze information about key areas of school operations and educational performance and areas of needed improvement identified in its strategic plan, and if applicable, in its continuous improvement plan pursuant to Rule 3301-56-01 of the administrative code.
(2) Ensure that information collected is accessible, valid and reliable; and
(3) Monitor, evaluate, improve, and update the information to meet changing educational needs.
(B) For key operational and educational areas, districts and schools should determine their baseline performance levels, evaluate and compare their performance levels with similar schools and districts, benchmarks and generally accepted best practices. The district or school shall use the comparative information and data to promote innovation, improve instruction and learning, improve district and school performance, and set higher goals for future achievement. The analysis of performance data, including disaggregated data may be used to:
(1) Determine progress, identify areas for improvement, and develop corrective action plans under Rule 3301-56-01 of the Administrative Code;
(2) Measure year-to-year improvement of various student populations; and
(3) Communicate student performance results to staff, parents, and other stakeholders.
(C) The State's Education Management Information System (EMIS) under Section 3301.0714 of the Revised Code and Rule 3301-14-01 of the Administrative Code provides an integrated system of statewide collecting, reporting and compiling of district and school information in a manner that complies with federal laws protecting student privacy.
(1) The performance measures a district uses shall reflect the major categories of data collected under EMIS related to students, staff and financial status.
(2) The school district shall work with the Department of Education to submit timely and accurate data under EMIS, and the district shall minimize the time it takes to verify the accuracy of its data.
(D) To ensure continuous improvement of its information system, the district or school shall regularly evaluate the system to ensure that the information it collects is:
(1) Appropriate and collected in a manner that complies with state and federal laws protecting student privacy;
(2) Shared with parents, staff, students, and other stakeholders; and
(3) Used to improve the district's performance.
(E) The district or school shall evaluate organizational effectiveness by analyzing key measures of its systems, operations and support services and use that data to drive improvement.
What are the Steps to Performance Excellence in Using Data to Improve Performance Results?
- The effective use and application of the appropriate process improvement tools and strategies to positively impact strategic and operational priorities. This would include application of the PDSA cycle, data disaggregation and quality tools.
- The completion of an organizational self-assessment that meets the criteria requirements for performance excellence.
- Incorporation of the assessment feedback into strategic planning process
What is Baldrige "Using Data to Improve Performance Results" in Your District?
Using data to improve performance results provides real-time information for evaluating and improving the effectiveness and efficiency of school services aligned with the school's mission and goals. Category 7.0 provides a comprehensive and balanced view of the schoolâs effectiveness in improving its performance. It is a "Report Card" for the school as a system and allows everyone to know, at any point in time, how well the school is doing on things it has determined are critical to high performance. It is not uncommon to include trend data on student academic performance, perceptions of efficiency and effectiveness of school operations, stakeholder satisfaction levels, and employee satisfaction levels.
Key "Using Data to Improve Performance" Questions to Use as Quality Reflective Tools.
Data and information should answer the following questions:
(1) What are the current levels and trends in key measures and/or indicators ofstudent performance?
( 2) What are your current levels and trends in key measures and/or indicators ofsatisfaction and dissatisfaction of current and past students and key stakeholders?
(3) What are your current levels and trends in key measures and/or indicators ofstudent/stakeholder loyalty, positive referral, perceived value, and relationship building, as appropriate?
(4) What are your current levels and trends in key measures and/or indicators of budgetary and financial performance, including measures of value and cost containment, as appropriate.
(5) What are your current levels and trends in key measures and/or indicators offaculty staff well-being, satisfaction and dissatisfaction, and development?
(6) What are your current levels and trends in key measures and/or indicators offaculty and staff work system performance and effectiveness?
(7) What are your current levels and trends in key measures and/or indicators of keydesign, delivery, and support process performance that contribute to enhanced learning and/or operational effectiveness, including school capacity to improve student performance, student development, educational climate, and indicators of responsiveness?
(8) What are your current levels and trends in key measures and/or indicators of safety, regulatory/legal/accreditation requirements, and support of key communities? What are your results for key measures and/or indicators ofaccomplishment of organizational strategy?
How is Baldrige Using Data to Improve Performance Results Evaluated?
There are two categories and five levels of performance.
The two categories are:
1) School performance in all areas is improving compared to past performance.
2) School performance is improving compared to similar schools.
The five "levels of performance" for each of the two categories are:
1) Our district has not yet developed a specific approach to meet each criteria requirement. (1 point)
2) Our district has developed approaches that are consistent with Best Practices and are rarely implemented on a consistent basis in most schools. (2 points)
3) Our district approaches are widely implemented. They are sometimes implemented systematically in a few schools (3 points)
4) Our district approaches are usually systemic in most schools. Critical system connections exist between this category and all other quality categories. (4 points)
5) Our district approaches have had regular cycles of improvement. (5 points)
Thus, there is a maximum of 10 points that can be accumulated in this category because there are four categories X five points per category.
"Baldrige Using Data to Improve Performance" in the Classroom
- The classroom teacher posts classroom academic performance results.
- The classroom teacher posts classroom management results (i.e. attendance, transition times, referrals).
- The classroom teacher posts student involvement and satisfaction results.
- The classroom teacher posts student satisfaction results.
- The classroom teacher uses comparison data to assess the rate of classroom improvement.
- The classroom teacher provides the students with timely information and materials to increase student/classroom performance.
- The classroom teacher uses standardized process to design, deliver and improve teaching and learning process (PDSA)
- The classroom teacher creates a physical environment that supports the achievement of learning goals.
- The classroom teacher uses quality improvement tools such as control charts, fishbone diagrams and affinity charts to monitor and improve the classroom system.
- The classroom teachers systematically monitors and continually improves classroom support processes.
- The classroom teacher communicates to parents, previous level/course instructors, schools, parents what is needed from them for student success.
Using Data to Improve Performance Results Summed Up
The absolute "heart" of Baldrige driven continuous improvement is the effective use of quality data to drive decision-making. The leaders and stakeholders in an organization are required to decide what information needs to be collected, and how it will be collected, analyzed and reported. Baseline data is the starting point (assess). Developing an action plan is next (plan). Implementing the plan (doing), and finally assessing if the plan accomplished its goals (verifying) round out the cycle. Proficiency tests are one source of systematic data. Many other sources of information, attending to many other variables in school organizations, go untapped and unmeasured. The challenge forOhioschool leaders and stakeholders is the development and deployment of efficicient and effective systems that support the new Ohio Operating Standards. It is my belief that web-based, networked tools such as collaborative learning networks represent the most promising future forOhioschools. Technology offers many avenues for engaging parents in the curriculum and expanding their role in helping districts and schools achieve their goals.
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