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Collective Impact and Data Terms
Collective Impact and Data Terms
The 5 Conditions of Collective Impact-
Common Agenda
Shared Measurement
Mutually Reinforcing Activities
Continuous Communication
A Backbone Support Team
Reach- Broad dissemination of information/ resources; generally one-directional.
Example: a one-off field trip
(Source: Based on the definition from the Smithsonian's Office of the Associate Provost for Education and Access)
Engagement- Two-way conversation/ interactions that are transactional, conversational and/or inquiry.
Example: multi-visit workshops/ longer duration with the same group of students, and/or incorporated with Q&A in the process
(Source: Based on the definition from the Smithsonian's Office of the Associate Provost for Education and Access)
Impact- Transformational; the outcome is more than the sum of its parts. Produces a new way of thinking or acting.
Example: what a student takes away from a learning experience affects, deepens, connects his/her takeaway in another experience
(Source: Based on the definition from the Smithsonian's Office of the Associate Provost for Education and Access)
Equity: Fairness and justice achieved through systematically assessing disparities in opportunities, outcomes, and representation and redressing [those] disparities through targeted actions.
(Source: From the Collective Impact Forum, based on research and advocacy organization Urban Strategies Council.0
Prioritizing students with less opportunity--such as students in Title I schools, DCPS Connected Schools, students who attend schools in wards 7 & 8, and high school students--with more programming. The Collaborative works to define quality with its Programming Committee. The rubric to evaluate education programming is two-fold: both the artistic/ humanities merit and relevance to classroom curricula is considered when completing program evaluations. (DC Collaborative Mission Statement)
High Quality Education Programs- Programs of strong artistic/ humanities merit that intentionally tie to specific, relevant curricula, standards and grade bands utilized in the DC public education system. In practice, high quality programs should be inclusive, accessible, and advance social and emotional learning.
Assessment- Gathering, summarizing, and interpreting data to provide useful feedback for the improvement of teaching and learning. Assessment is feedback from the student to the instructor about the student’s learning. (Source: https://www.gadoe.org/ and https://www.unl.edu/gradstudies/connections/assessment-vs-evaluation)
Evaluation- Uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. Evaluation is
feedback from the instructor to the student about the student’s learning. Program evaluation involves methods and analysis that answer questions to inform programmatic improvement. (https://www.gadoe.org/)
Assessment vs. Evaluation (Iowa State University)
Data- Units of information collected, interpreted, and presented in order to improve arts education reach and quality. Data includes qualitative and quantitative information, and can be collected directly through AGC’s evaluative work (primary data) as well as through the work of partner (e.g. DCPS; Mr. Holland’s Opus Foundation) and like-minded organizations (e.g. other AGC communities) (secondary data).
>> Visit DC Co-lab House of Data
Data Visualization- Presenting feedback garnered in a visually appealing, interactive manner. The DC Collaborative utilizes interactive data visualization dashboards to relate data to the Community's strategic planning priorities.
>> Visit DC Co-lab Data Vizzes (Tableau Public)
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