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Concepts

At this point, you have learned about the Background and Aim of the Data Collaborative. We hope you understand what the aspirations of the community are and the strategy that has been used to achieve them. Below we cover the Knowledge, Skills and Mindsets that were targeted to achieve the Aim. We used four primary drivers, or “pillars”, as a way to codify the key content areas toward achieving our aim. This section is a reflection of what we believe is necessary for each participating organization to demonstrate. In Capacity Building, we discuss how we develop and support these pillars.

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Four Pillars:

The Data Collaborative is predicated on four pillars that we focus on to achieve the Aim. The four pillars represent the four primary drivers reflected in the Driver Diagram found in Aim.

The work of the Data Collaborative is to identify the power of data and how we can leverage it to improve our overall outcome. The Data Collaborative community realized to achieve this, we need to have data sources that break down the process of how we achieve the outcomes. We need data for action, not just reporting. The pillars are a way to identify critical areas of our work where data analysis will facilitate the improvement of the overall project.

Below is a quick description of the importance of each pillar in the Data Collaborative and then we will provide additional access to the three areas that are broken down on this page. Each pillar is attributed with a specific number. The number before the decimal point is referencing which pillar we are referring to within the Data Collaborative. The purpose of this system is to codify — arrange systematically — the Data Collaborative Project.

Reading Success Pathway 1.0

(RSP 1.0)

The Reading Success Pathway pillar is the long-term and highest level outcome that we desire. The Reading Success Pathway is made up of the skills that we have identified are most important for improving student language and literacy outcomes. The goal of the Data Collaborative is to use the outcomes of these skills as the overall metrics to validate or invalidate the work that is being carried out.

Evidence-Based Practices 2.0

(EBP 2.0)

Also known as the instruction pillar, this is the practice (innovation, evidence-based practice, research-based practice) that we are intending to impact the Reading Success Pathway skills. This is where we identify, refine and validate the practices that generate true impact on the Reading Success Pathway 1.0 pillar.

Implementation Science 3.0

(IMP 3.0)

The Implementation pillar is focused on integrating the change into the practitioners and organizations long-term. In other words, this pillar focuses on building the systems, processes and protocols within the organizations so that they are able to identify, refine and validate the practices that impact the desired outcomes.

Improvement Science 4.0

(IMPR 4.0)

The Improvement pillar is to promote growth and improvement in the practices to continue improving outcomes. It provides a framework that promotes the use of data to review outcomes, practices, implementation and mindsets.

Within each pillar, we focus on developing two types of understanding for success in achieving our Aim:

Knowledge, Skills and Mindsets —
1. Knowledge and Skills — This reflects understanding of the content areas and the demonstrative competency to explain what the key-terms mean and why they are important to the Data Collaborative's community. In addition, it emphasizes Partners’ perception of the value they add to the work.
2. Mindsets — This is representative of the value-statement that individual participants believe about each content area. The purpose of mindsets is creating the buy-in among participants.
Routines — This reflects the application of the knowledge and skills and adoption of mindsets into key look-fors that we have defined to achieve the common Aim.

What if I wanted to use the Data Collaborative model in a different context?

In order to apply the Data Collaborative model to a different context, you would have to significantly redevelop the first two pillars, Reading Success Pathway 1.0 and Evidence Based Practices 2.0. Below, we discuss more about what this might look like in practice.

Knowledge & Skills:

The Knowledge and Skills area of focus within each pillar ensures the participating Partners have the critical competency in each pillar to understand what it is they are putting into action. We focus on the Knowledge and Skills to provide background knowledge necessary to complete the work. Without a strong understanding of why the pillar is important and the critical information necessary, they will be unsuccessful in integrating the work into their practices.

All Knowledge and Skill related work is codified in the Data Collaborative with a .1. Below, is access to the information we provide Partners and assume are needed in order to be successful at the implementation of the Data Collaborative model.

Mindsets

Mindsets are focused on whether or not we have generated the necessary buy-in on the core concepts of the Data Collaborative. This part is about building the spirit and culture of the community. We focus our mindsets building within the Routines, but we try to integrate it into the community itself. We use a mindset questionnaire to track where participants' mindsets are currently. We track mindsets based on confidence and beliefs about key takeaways that are needed for the success of each pillar. The purpose of this is to understand whether gaps are occurring because of the perceived value of the work or competency. In essence, we attribute the success and plausibility of routines on the convergence of the right Mindsets and Knowledge and Skills.

Mindset Survey.pdf

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Routines:

Routines are the entry point to behaviors. After participants have an understanding of what we are talking about, we then focus on building how to do it. The routines are mapped out and anchored into the four pillars as well. Routines are separated into three main categories.

How they are organized:

.1 -Knowledge and Skills: As described above, these are participants' obligation to learn, understand and develop the competency needed to put the theory into action — this routine reflects the first area we described above.

.2 - Outcome focused Routines: These are goal setting routines that prompt participants to set goals to have a point of reference once they have finished a cycle of implementation. Its purpose is to emphasize and track continuous improvement.

.3 - Implementation/Action Routines: These are focused on carrying out and measuring the work targeted in the .2 Routines.

Click on icons below for access to information about the Routines provided to participants

The Data Collaborative has 10 total routines. Our Theory of Improvement is based on the presumption that if we are able to build these routines into organizational habits, we will be able to remove the supports in place so that participants can continue the evolution required to continually strive to achieve the Aim independently.

Redevelopment of Data Collaborative Model

Reading Success Pathway 1.0 Redevelopment

First, it would be important to identify what are the key indicators or predictors that represent the improvement you are hoping to create. The Reading Success Pathway are the skills necessary for a child to develop in order to be able to read. In order to bring this to another focus, you would first need to identify key indicators that are correlated with the overall goal, or Aim.

Evidence-Based Practices 2.0 Redevelopment

Once you have identified the key indicators to track for the success of your Aim, you will have to research solutions to resolve the different challenges. The purpose of the Evidence Based Practice 2.0 pillar is to introduce an action that has significant proof that it impacts the identified indicators that are replacing the first pillar.