We have to develop the linkages among our parts to enable achievement of that function. We have to see and think in terms of the whole system and its purpose. We have to ensure that technology, media, and all aspects of a school are linked in support of specific, and agreed upon, goals for student achievement. Another essential element of the CDEP process is the use of multiple dimensions and levels of data to discover root causes for blockages to system achievement. W. Edwards Deming, one of the fathers of continuous improvement, noted, If one does not have data, one is just a person with an opinion.
Raw data needs to be analyzed and thoughtfully reflected upon to be of use in finding root causes.
We need to longitudinally collect and refine raw data and then make our decisions at the levels of knowledge and wisdom. Through the tutelage of Dr. Victoria Bernhardt, New York s CDEP pilot districts are learning to make use of four distinct streams of data. Pilots conduct traditional disaggregations of data using student demographic information and achievement scores. In addition, they are learning to conduct surveys of students, staff, parents, and others to identify perceptions from each of these groups. Finally, Dr. Bernhardt has taught us to listen to our system by making use of data from the many processes within our schools.