Goal: Data and privacy practices will incorporate policies, system security, and training to enable digital learning and continued innovation while maintaining the privacy of our students and integrity of our systems. Data is the building block of diagnostic, formative, and summative assessments—all of which are key elements in a system where learning is personalized, individualized, and differentiated to ensure learner success. Evidence of success can be defined by the following elements, with examples listed in the accordion below.
Data and data systems
To facilitate data-driven decision making, appropriate data (i.e., data dashboards and data analytics) are readily available, easily comprehensible, and useful for supporting the decision making processes. The data are available at any time, on any desktop, and from any location, made available through real-time access to data dashboards, data analytics, and data warehouses.
Data policies, procedures, and practices
Using the Family Educational Rights and Privacy Act (FERPA) as the basis, the district has up-to-date policies, procedures, and practices that address legal, ethical, and safety issues related to the privacy and security of data, and the usage of data, technology, and the Internet. Such policies, procedures and practices address the collection, storage, analysis, reporting, transmission, and archiving of data, as well as the usage of data, the Internet, and technology by students and education professionals in the course of teaching, learning, communications, and the management of school services.
Data-informed decision making
The use of formative and summative assessment data is part of the culture, with administrators, teachers, and, perhaps most importantly, students actively using this data to improve learning. Assessment is not viewed as punitive, but rather as part of the teaching and learning process. There is an expectation in the district that data will inform all teaching and learning practices and decisions. This is modeled at all levels of the school system, from administration to the students themselves.
Data literate education professionals
Educators in the system are data-literate. They are aware of the legal and ethical responsibility to ensure security, accuracy, and privacy in the collection, analysis, exchange of, and reporting of data. They understand the potential uses and misuses of data in the teaching and learning process and act accordingly. All education professionals in the district use data to inform instructional and administrative decision making. Data literacy extends to students as well as curricula are reviewed and updated to make effective use of evidence and data a priority for all.
All sites have made significant improvements in data collection processes, lead by the Research, Evaluation, and Assessment department over the 2015-2016 school year. These improvements will become the foundation for future reporting and analysis platforms.
Schoology - LMS
Infinite Campus - SIS
SSRS reporting services
Tableau reporting services
Existing district policies have been written to include
Staff Acceptable Use Policy
Student Acceptable Use Policy
In addition, new and renewing contracts with online service providers have been reviewed for compliance with FERPA, COPPA, HIPAA, CIPA, and California Education Code § 49073.1.
The use of formative and summative assessment data is part of the school culture, with administrators, teachers, and, perhaps most importantly, students actively using this data to improve learning.
Summative for all: SAT, ACT, SBAC increases as defined in district goals Focus Goal 1.A.
Develop baseline for obtaining student feedback on frequency, consistency, timeliness, and quality of grading practices. Focus goal 2.D.
Paly example: Many teachers using Schoology for formative and summative testing - data available to teachers and students. Also, all student grades posted on Schoology and Infinite Campus.