Decision Making for Results

Decision Making for Results (DMR)

DMR is a six-step process that allows you to examine your school or district data at the macro level. After analyzing this data in a collaborative manner, you will be able to make leadership and instructional decisions to guide your continuous school improvement.

Principles of Decision Making for Results (DMR)Antecedents

CollaborationAccountability

Adult Actions (Cause Data)

* Instructional Strategies* Administrative Structures* Conditions for Learning

* Congruence* Respect for Diversity* Fairness* Specificity* Accuracy* Universality* Feedback for continuous improvement

Collaboration has to be built into

every step of data management and

integrated into every data-driven

decision.

“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

Reeves, 2006

Effect data: Outcomes or results

Cause data: Professional practices that create specific effects or results

Definitions and Examples

DMR Six-Step ProcessStep

1:Conduct a Treasure

Hunt

Step 2:Analyze Data

to Prioritize Needs

Step 3:Establish

SMARTGoals

Step 4:Select

Specific Strategies

Step 5:Determine

Results Indicators

Step 6:Monitor and

Evaluate Results

Inquiry:DevelopQuestions

Step 1: Conduct a Treasure Hunt

Why?To gather and organize data in order to gain insights about teaching, learning, and leadership practices.

Considerations: Measures of Data Disaggregation Triangulation Reflection

Measures of Data can include:

Measuresof

Data

StudentPerforman

ceData

BehaviorData

Well-BeingData

Demographic

Data

PerceptionData

SchoolProcess

Data

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 for Comprehensive Schoolwide Improvement 1998

Example of Step 1 (The Treasure Hunt):School: Anytown Middle Content Area: Writing

Assessment Data: Grade 8 GA Writing Data, Item Analysis, and School/District Assessment

Subskill(s): Writing ProcessContent Areas and School Year Data

Represents→

Enter Grade Level or Special Subgroups ↓

Content Conventions Content Content/Development Content Organization

School Year ’11, ‘12, ‘13 School Year ’11, ‘12, ‘13 School Year ’11, ‘12, ‘13

ALL 13 88/118 = 74.5% 13 82/118 = 69.4% 13 63/118 = 53.3%12 71/111 = 63.9% 12 66/111 = 59.4% 12 51/111 = 45.9%11 74/107 = 69.1% 11 70/107 = 65.4% 11 53/107 = 49.5%

Caucasian 13 49/54 = 90.7% 13 46/54 = 85.1% 13 35/54 = 64.8%12 42/51 = 82.3% 12 39/51 = 76.4% 12 30/51 = 58.8%11 45/52 = 86.5% 11 42/52 = 80.7% 11 32/52 = 61.5%

African American 13 25/37 = 67.5% 13 23/37 = 62.1% 13 18/37 = 48.6%12 18/35 = 51.4% 12 17/35 = 48.5% 12 13/35 = 37.1%11 21/33 = 63.6% 11 20/33 = 60.6% 11 15/33 = 45.4%

Hispanic 13 14/27 = 51.8% 13 13/27 = 48.1% 13 10/27 = 37%12 11/25 = 44% 12 10/25 = 40% 12 8/25 = 32%11 8/22 = 36.3% 11 8/22 = 36.3% 11 6/22 = 27.2%

ELL 13 4/12 = 33.3% 13 4/12 = 33.3% 13 3/12 = 25%12 3/11 = 27.2% 12 3/11 = 27.2% 12 2/11 = 18.1%11 3/8 = 37.5% 11 3/8 = 37.5% 11 2/8 = 25%

Non-ELL 13 84/106 = 79.2% 13 78/106 = 73.5% 13 60/106 = 56.6%12 68/100 = 68% 12 63/100 = 63% 12 49/100 = 49%11 71/99 = 71.7% 11 67/99 = 67.6% 11 51/99 = 51.5%

SPED 13 7/25 = 28% 13 7/25 = 28% 13 5/25 = 20%12 7/23 = 30.4% 12 7/23 = 30.4% 12 5/23 = 21.7%11 7/22 = 31.8% 11 7/22 = 31.8% 11 5/22 = 22.7%

Non-SPED 13 75/93 = 80.6% 13 81/93 = 87% 13 58/93 = 62.3%12 59/88 = 67% 12 61/88 = 69.3% 12 46/88 = 52.2%11 63/85 = 74.1% 11 61/80 = 76.2% 11 48/85 = 56.4%

TriangulationTriangulation is a process that allows you to view achievement results with different lenses and provides a more comprehensive picture of teaching, learning, and leadership. Triangulation can be applied to the data-driven decision-making process by examining the interaction of antecedent data, collaboration data, and accountability data. Each set lends itself to trend tracking and pattern identification. In broad terms, triangulation is a method of extrapolating meaning from raw data – a way to find the critical information, see the big picture, and identify key components (angles). In education, triangulation describes efforts to determine needs or targets from diverse types of data. (Stephen H. White, Beyond the Numbers, 2011, pgs. 103-108).

Triangulation Example:GA Grade 8 Writing Assmt.

Strong increase in scores ‘12 to ‘13 but significant performance gaps btw. Caucasian,

Afr. Am., & Hispanic

All students stronger on conventions – 74.5% proficient

Organization – all students 53.3% proficient

School’s Mock Writing Prompt

90% of students proficient in writing

85% of students proficient in selected Organization

Significant performance gaps when compared to PASS results

Students’ Writing Portfolios

Show frequent drafts with revisions for mechanics, conventions, etc.

Show student multiple idea development drafts/feedback

Show less evidence of proofreading and editing

Step 2: Analyze Data to Prioritize Needs

Why?To identify causes for celebration and to identify areas of concern

Considerations: Strengths Needs Performance behavior Inference

Example of Step 2 (Analyze Data to Prioritize Needs):Performance Behavior: Rationale

Strength(s):

Conventions

Content Development

Obstacle(s):

Organization

• We gave multiple opportunities for students to practice revising their own writing in order to improve conventions, mechanics, etc. We held multiple job-embedded PD sessions on this portion of the Writer’s Workshop.

• Content/Development – We had PD on developing ideas in student’s planning and drafting samples in portfolios.

• Organization – Students are able to identify organizing topic and supporting details for their writing but do not transition from that to a well organized paper. PASS results show weak organizational components and students’ writing samples show week transitions.

Step 3: Establish SMART GoalsWhy?To identify your most critical goals for student achievement based on the challenges that were identified throughout the inquiry process.

Criteria: Specific (What exactly will we measure?) Measurable (How will we measure it?) Achievable (Is this a reasonable goal?) Relevant (Are goals aligned with the CIP?) Timely (Does each goal have a defined timeframe?)

Example of Step 3 (Establish SMART Goals):Goal 1

Percentage of ________________________ scoring proficient or higher in _________________

will increase from ____________ to _____________ by the end of the ____________ school

year as measured by _________________________ administered in ___________________.

Goal 2

Percentage of ________________________ scoring proficient or higher in _________________

will increase from ____________ to _____________ by the end of the ____________ school

year as measured by _________________________ administered in ___________________.

Grade 8 students Organization

53% 68% 2013 - 2014

GA Grade 8 Writing Assmt. Feb 2014

Step 4: Select Specific Strategies

Why?Adult Actions will impact student achievement

Considerations: Instructional Strategies Organizational Strategies Leadership Strategies Programmatic Strategies

Strategies are: Action-oriented Measurable Specific Research-based

Example of Step 4 (Select Specific Strategies):Prioritized Needs (2-3

Maximum):Strategies (4 Maximum)

Organization • Instructional – Engage students in editing and revising for every paper created in the Writer’s Workshop including 2 or 3 times a week mini lessons on transitioning from brainstorm to writing

• Leadership and Organizational – change the schedule in order to provide a common planning time and schedule Literacy Coach to attend ELA meetings 2 x week

• Leadership and Instructional – Increase teacher capacity in this component of the Writer’s Workshop through initial PD followed by coaching and feedback provided by building Literacy Coach and District PLS – min 2 x week

Step 5: Determine Results IndicatorsWhy?To monitor the degree of implementation and evaluate the effectiveness of the strategies.

Considerations: Serve as an interim measurement Used to determine effective implementation of a strategy Used to determine if strategy is having the desired

impact Used to help determine midcourse corrections

Example of Step 5 (Determine Results Indicators):

Prioritized Needs (2-3 Maximum):

Strategies (4 Maximum)

Strategy

Leadership and Organizational – change the schedule in order to provide a common planning time and schedule Literacy Coach to attend ELA meetings 2 x week

• Implementation: Master calendar reflects common planning time; Literacy Coach’s calendar shows preserved time for 2 x week ELA meetings; minutes of meetings show evidence of collaboration on writing

• Effectiveness: Classroom observations show evidence of strategies discussed in collaboration actually in use; Portfolio samples show evidence of collaboratively planned strategy use

Step 6: Monitor and Evaluate Results

Why?To engage in a continuous improvement cycle that:

• Identifies midcourse corrections where needed

• Adjusts strategies to ensure fidelity of implementation

Example of Step 6 (Monitor and Evaluate Results):

Monitoring Plan TemplateCluster or School Team Date Dates of Next Monitoring Cycle

Goal Targeted Strategies

Has This Strategy Been Implemented? Not Implemented Partially Implemented Implemented Fully

Reasons Implementation Was Incomplete or Did Not Occur?

Has This Activity Had Impact? Yes No

Reasons Expected Impact Did or Did Not Occur:

Evidence of Actual Impact on Instructional Practice and/or Student Learning:

Suggested Adjustments or Recommendations:

Reflections: Other Relevant Information:

Additional Support:Data Teams Refresher Courses will be offered during the 2013-14 SY. Check MyPLC for updates and to register.

Always Feel free to Contact your Regional Data Analystsin the department of Research & Evaluation for School Improvement:

• East Region – Stacey L. Johnson (johnsonsl@atlanta.k12.ga.us)• West Region – Curtis L. Grier (clgrier@atlanta.k12.ga.us)• South Region – Adrienne T. Johnson (adtjohnson@atlanta.k12.ga.us)• North Region – Holly Hayes-Morrisey (hmorrisey@atlanta.k12.ga.us)• CLL – Adam Churney (achurney@atlanta.k12.ga.us)