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Decision Making for Results. Part One: Objectives. Develop a deeper understanding of the Decision Making for Results: Data-Driven Decision Making process Increase awareness of the relevance of data and its impact on leadership, teaching, and learning - PowerPoint PPT Presentation
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Decision Making for Results
Part One: Objectives
• Develop a deeper understanding of the Decision Making for Results: Data-Driven Decision Making process
• Increase awareness of the relevance of data and its impact on leadership, teaching, and learning
• Reinforce the importance of collecting both cause and effect data
Objectives
• Apply the Decision Making for Results: Data-Driven Decision Making process to monitor leadership, teaching, and learning
• Implement the Decision Making for Results: Data-Driven Decision Making process to monitor school improvement
Principles ofDecision Making For Results
Antecedents
CollaborationAccountability
Seminar Overview
• Introduction• Building the foundation• Process and application• Action planning
Becoming Data Driven
How are you currently embracing a data-driven decision making process that leads to results?
Results-Driven Schools• Where is the proof?• 90/90/90 Schools, Reeves 2003• Education Trust, 2002• NCREL, 2000• Consortium for Policy Research in
Education, 2000• EdSource, 2005• Northern Illinois University Center
for Governmental Studies, 2004
Reflection
“The value of the data emerges only when analysis provides insights that direct decisions for students.”
S. White, 2005
Part TwoBuilding the Foundation
• Cause data and effect data• Continuous improvement cycle• Principles and processes of
Decision Making for Results: Data-Driven Decision Making
“Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices.”
Reeves, 2006
Definitions and Examples
Effect data: Outcomes or results
Cause data: Professional practices that create specific effects or results
The Leadership & Learning Matrix
Effects/Results (stud.out.)
LuckyHigh results, low understanding of antecedentsReplication of success unlikely
LeadingHigh results, high understanding of antecedentsReplication of success likely
Losing GroundLow results, low understanding of antecedentsReplication of failure likely
LearningLow results, high understanding of antecedentsReplication of mistakes unlikely
Antecedents/Cause Data (Adult Actions)
PIM
MonitoringFrequency Evaluation
ImplementationStrategies Professional
DevelopmentParental
Involvement
PlanningNeeds Assessment Inquiry Goals
Part Three:Process and Application
Ocean View Elementary School A Look at Collaboration
The Process for Results
Analyze toPrioritize
Monitor & Evaluate Results
Treasure Hunt
SMART Goals
Specific Strategies
Results Indicators
Inquiry;Develop Questions
Inquiry
“Data-driven decision making begins by asking fundamental questions.”
Doug Reeves
• What questions do you have about teaching and learning in your school?
• What data sources are you using to gather the specific information?
Step 1: Conduct a Treasure Hunt • Why? To gather and
organize data in order to gain insights about teaching and learning practices
• Considerations• Measures of data• Disaggregation • Triangulation • Reflection
Measures of Data
• Student learning • Demographics• Perceptions• School processes – Behaviors within
our control: instructional and leadership strategies, programs and resources, and organization
Disaggregation
• To separate something into its component parts, or break apart
• “Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.”
Victoria Bernhardt, Data Analysis, 1998
Think, pair, share: What data do you disaggregate, and how do you use the information?
TriangulationA Look at Learning
DRA
Benchmark Running Records
Case Study
• Read case study • Part 1: How did they
categorize the different data sets and record their observations?
• Part 2: What did they discover?
Conduct a Treasure Hunt Application
1. Review inquiry questions2. Conduct a “Treasure Hunt”3. Organize data on templates4. Use rubric to monitor and evaluate
your work
Can You Identify with This?
“It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.”
White, 2005
Step 2Analyze Data to Prioritize Needs
Data Analysis at Northside Middle School
Analyze Data to Prioritize Needs
• Why? To identify causes for celebration and to identify areas of concern
• Considerations• Strengths• Needs• Behavior• Rationale 0
1
2
3
4
5
6
Quality Prioritization
• Why? To take immediate action on the most urgent needs
• Quality prioritization requires a thorough understanding of:• Student population• Curriculum and Power/Priority Standards
(leverage, readiness)• Antecedents affecting student achievement• Quality of program implementation
White, 2005
Case Study
• Review case study • What insights did you gain after
reading analysis of student performance?
• Make a recommendation: What is the most urgent need?
Review, Analyze, and Prioritize Application
1. Review data from Step 12. Conduct analysis using the guiding
questions3. Prioritize urgent needs using the
suggested criteria4. Record your work on the templates5. Use rubric to monitor and evaluate
your work
Step 3Establish SMART Goals
• Why? To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process
• Specific, Measurable, Achievable, Relevant, Timely
Establish Your SMART Goals Application
• Review prioritized needs • Review Treasure Hunt baseline data• Apply SMART goal formula, use
templates• Use rubric to monitor and evaluate
your work
Goals – Application
1. Review prioritized needs2. Review Treasure Hunt baseline data3. Apply SMART goal formula; use
templates to record your work4. Use rubric to monitor and evaluate
your work
Share Your Findings with Colleagues
• Meet in the middle of the room
• Be prepared to share your findings from Steps 1-3
• Highlight one celebration from a colleague
Step 4Select Specific Strategies
Let’s watch Lake Taylor High School as they discuss strategies.
Select Specific Strategies• Why?
• Adult actions will impact student achievement
• Strategies are – • Action-oriented• Measurable/accountable• Specific• Research-based
• Considerations: Instructional, organizational, leadership, programmatic
Research-Based Strategies • Reeves, D.B. (2003). 90/90/90 schools.
Retrieved from www.LeadandLearn.com • Reeves, D.B. (2006). Ten things high
schools can do right now to improve student achievement.
• Learning 24/7 Observation Study (2005). What’s happening in schools? Or not?
Additional Evidence in Support of Research-Based Strategies• Zemelman, S., Daniels, H., & Hyde, A. (2005).
Best practice. Portsmouth, NH: Heinemann.• Marzano, R. (2007). The art & science of
teaching. Alexandria, VA: ASCD.• Barr, R., & Parrett, W.H. (2007). The kids left
behind. Bloomington, IN: Solution Tree.• Marzano, R., Waters, T., & McNulty, B. (2005).
School leadership that works. Alexandria, VA: ASCD.
Let’s Do It!
Guided Practice
Case Study
• Revisit case study analysis• What types of strategies (instructional,
organizational, leadership, programmatic) did they select?
• How will the strategies help students overcome the obstacles?
Select Your Specific Strategies
1. Revisit your prioritized needs2. Research the best possible strategies
to meet the learner needs3. Group by type of strategy:
Instructional, organizational, programmatic, and leadership
4. Use rubric to monitor and evaluate your work
Step 5Determine Results Indicators
Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies
Results Indicators
• Considerations• Serve as an interim measurement• Used to determine effective
implementation of a strategy• Used to determine if strategy is
having the desired impact• Help to determine midcourse
corrections
Case Study
• Review case study • How will their results indicators serve
as an interim measurement?• How clearly will the results indicators
help to monitor implementation and impact?
Results Indicator Application
1. Revisit strategies (Step 4)2. Develop results indicators3. Use rubric to monitor and evaluate
your work
“Improvement cycles require leadership follow-up and relentless efforts to maintain the focus on data if decisions are truly going to be driven by informed data.”
White, 2005
Step 6Monitor and Evaluate Results
Why? To engage in a continuous improvement cycle that – • Identifies midcourse corrections
where needed • Adjusts strategies to assure fidelity
of implementation
Case Study
• Review the case study• How did they monitor strategies?• Was there any evidence of midcourse
corrections?
Develop Your Monitoring Plan• Review your work from developing questions to
determining results indicators then determine how you will monitor the strategies. When you create your monitoring plan consider:• Teacher or administrator teams• Monitoring cycles• Goals• Strategies• Impact on student and adult behavior• Ability to make midcourse corrections
Educators Matter
“Many people live their lives aspiring to make a difference and lead a life that matters. There need be no such uncertainty in the life of an educator or school leader. Every decision we make, from daily interactions with students to the most consequential policies at every level of government, will influence leadership and learning…
… After all these words, statistical analyses, and graphs,…
What we do matters.”Reeves, 2006
Questions and Discussion
Your ideas and reflections are important to us. Please take time to complete the short evaluation form that we reviewed at the
beginning of this seminar.
The Leadership and Learning Center866.399.6019
LeadandLearn.com