ADMIN2009

//Manila, Phillippines October 31 - November 4, 2009//

v ** What would a successful Regional Assessment and Data Network look like? ** · Non-competitive sharing of information (external) clearly defined assessment data.

· Research body looking at trends over time. · Beyond compilation

· Provide training / PD for admin and teachers, training of trainers.

· Resource pool.

· Establish / coordinate programs within Regions (e.g., Indonesia, Singapore / Malaysia).

· Shared costs.

· Having database (without school names) that could be accessed and disaggregated as a school wants (size of schools, % of ELL learners, kind of program – IB, Everyday Math, Lucy Calkins).

· Forum for research and sharing of best practices around assessment and reporting.

· Focus on common questions.

· Identifying a focus for the year and looking at how we can support each other (management and strategic).



v ** What might be some concerns or roadblocks that would need to be considered if a RADN is established? ** · TRUST – must have it

· Confidentiality and use of data

· Collaborate and compare vs competition

· Access (housing; timing what information; usability)

· Demographic information for disaggregation

· Common definition, e.g., statistical

· Cost

· Protocol for adding information

· Need a charter for purpose of data · Do we house documents, etc., publicity - where we have used the data? e.g., reports - so that we are transparent

· Need web based system to collect data and share data

· “Leadership” · how to promote continued functioning? · look at way MS Principal conference has continued as offshoot of EARCOS conference · how far does this transparency extend? (e.g., School Board requests) 

v ** What might be some ways we can support each other in institutionalizing research-based best practices in assessment? ** · Collectively organize speakers?

· Network for supporting another in MAP (NWEA)

· Assistant “cadre” like UbD cadre (certificate program tied to university credit) program? · Absolutely agree – this should also provide consistent training / experience to provide for greater validity across region.

· For smaller schools more valid (larger sample) data information about similar student populations.

· Common frameworks and tools for collecting data.

· Systematically schedule experts / consultants by topic or subject area who could visit several schools and offer sessions @ EARCOS Admin and/or Teacher Conference.

· Capacity within EARCOS, not replying only on experts from outside the region.

· Develop “expert” group within our community to provide training and consulting.

· Continue to schedule conversations around data.

· Use EARCOS Admin and Teacher Conference to keep momentum going.

· Sharing research or developed materials for each element.

· Sharing agenda / support processes, etc., for when it is successful.



v ** In what ways could we share data about student learning, developing an international ** · Ex. 1 - ISA – Data - MAP – Data - DP – Data · Formative? - Similar types of data collection · Common essential questions that focus on action / research agree · What data is shared and with whom? - Parents / Board - Data policies in place? · Define “indicators” of an international student · Strategies for data analysis · Protocols for training of staff analysis of data good idea! · Training – capacity “How we use the data at home” · On-line / Face to Face - School based data teams - EARCOS – pre-conference - Weekend workshop - President consultant travel to schools
 * “cohort” that would be beneficial to participating schools? **