Index of the past with just one number, the
Dashboard denotes performance over time,
rather than just the current status of its six
state indicators, including high school grad-
uation rates, academic performance, suspen-
sions, English learner progress, preparation
for college/career, and chronic absentee-
ism. Likewise, four local indicators collect
information on implementation of state
standards, school climate surveys, parent
involvement/engagement, and basic con-
ditions, such as teacher qualifications, safe
campuses, and access to textbooks.
The Dashboard’s Equity Report shows
– at a glance – how student groups are
performing on various measures. Student
groups include ethnic and racial groups,
low-income students, English learners, fos-
ter youth and students with special needs.
Looking at more data – and more mean-
ingful information – helps more precisely
identify a district or school’s strengths and
weaknesses and highlights performance
gaps between groups of learners.
Mary Ann Valles, assistant superinten-
dent of educational services in the Napa Val-
ley Unified School District, sees the Dash-
board as a positive change for California.
“The new accountability system uses mul-
tiple measures to assess a district or school’s
progress,” she said. “We are encouraged by
an accountability system that recognizes a
variety of indicators, including academic
progress on state assessments, college and ca-
reer readiness, school climate and safety. We
are also encouraged by an accountability sys-
tem that recognizes improvement over time.”
Tailor the message and the
rule of three
When it comes to the Dashboard data,
particularly around student achievement
and suspensions, what do you want to say?
The average listener and reader can grasp
three concepts in any presentation or article,
so the important focus is on the central mes-
sage and the rule of three with which you
will support it.
Let’s say you are working to address a dis-
proportionate number of students who have
been suspended. Crafting your message
should start with an acknowledgement as
well as three supporting points:
The average listener
and reader can grasp
three concepts in any
presentation, so the
important focus is on
the central message
and the rule of three
with which you will
support it.
• Key Message: The Dashboard is helping
us better analyze data and address how we
are working through issues of student be-
havior, and supports our students and staff
need to intervene before arriving at the level
of suspensions.
• Supporting Point #1: By looking at best
practices around addressing behavior, our
school leadership teams of teachers and ad-
ministrators are redirecting their attention
to alternatives to suspension.
• Supporting Point #2: Using the PBIS
approach (positive behavior interventions
and support), our staff is catching students
making good choices, and reinforcing those
as levels of intervention prior to suspension.
• Supporting Point #3: In just the first
four months of this school year, we have seen
a decrease of 20 percent in our suspension
data over the same time period of the last
two years based on intentional conversations
and change in practice.
What’s important to remember is that
messages don’t exist in vacuums, but are fluid
and impacted by the everyday happenings in
our schools. Clear messaging with specific
points that are intended to help educate our
communities, even those beyond our par-
ents, will help us more effectively utilize the
Dashboard data to improve practices.
Denny Rush, superintendent of the New-
castle Elementary School District, shared
that it is not only important to explain the
performances in all focus areas, but to get
out there first with our messages.
“We must be proactive and deliberate,” she
said. “Educating the public is critical to avoid
misinterpretation of the Dashboard data.”
Know your audience
You know the old saying that “the cus-
tomer is never wrong”? The same goes for the
audience, even if they are. There is no sense
in arguing or getting defensive. Instead, you
have to meet them where they are and help
them activate new knowledge. From the way
we budget to the way we assess students, the
system of public education is complicated.
Step into the shoes of Joe Public and try to
understand the prior API scores or even how
the governor’s mid-year budget message has
the ability to affect programs and people
midstream.
Map your messages. Know who you want
to communicate with and adapt those mes-
sages for different recipients. The most stra-
tegic approach is to think like a CSI inves-
tigator: profile your audience. Crafting an
audience profile is a great way to determine
how to connect your Dashboard messages.
The most effective way to do this is to
focus on one group at a time and ask the fol-
lowing questions:
• What is their knowledge or familiarity
with the new accountability system and its
purpose?
• What is their interest or investment and
why should they care?
• Do they already have an opinion on the
subject? How do they feel about the school
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