DataDriven Decision Making: Essential Conditions for Success

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Data-Driven Decision Making Essential
Conditions for Success
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Context

• Standards driven reform
• Assessments tied to standards
• Raised expectations for all students
• Technology tools
• Accountability mandates in NCLB Act

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Moving Beyond the Mandate

• NCLB is an opportunity to
• Use data to transform teaching, learning and
  administration.
• Inform decisions about everything from class
  schedules to textbook reading levels to
  professional development budgets.
• Provide a rationale for decisions that parents,
  teachers, taxpayers, and students can understand.

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What the NCLB Comprehensive Reform Will Do

• Provide professional development and training
• Disseminate and provide information, reports,
  publications
• Develop teacher and school leader in-service and
  pre-service training modes
• that illustrate best practices

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Data Driven Decision Making

• Data Driven Decision Making provides a structure
  - a set of guidelines for knowing what decisions
  to make.
• Effective technology training for teachers
  results in the capacity to share data leading to
  a deeper understanding of both teacher learning
  and student success.

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The Foundation of Data-Driven Instructional
Decisions

• Assess and examine data first
• Emphasize what is important
• Set goals that can be assessed
• Focus on what is effective
• Align goals with instructional strategies

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A New Paradigm Shift

• Sophisticated data collection
• Dissemination technologies
• Better understanding of how individuals
  learn
• New assessments
• Transformation of Education

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Components of a Data Based Decision Making System
Reporting and Analysis ServicesTurning data into
useful information
Dissemination Sharing data with the community
(ie report cards)
Data Warehouse
Reports
State and Federal Reporting Meeting reporting
compliance
Training Learning how to use data to make
informed decisions.
Personalized Instruction
Source US Department of Education, 2003.
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Data Rich Districts

• School districts and school district consortia
  are moving a step ahead of NCLB requirements by
  integrating data reporting into a culture of
  continuous improvement.

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Rapid Results

• The three concepts that are the foundation for
  school improvement are informed,
• effective teamwork
• goals setting and
• the use of performance data.
• Schaffer 1988

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School Improvement Process

• Set measurable goals and targets
• Collect data using electronic methods
• Deliver information to decision makers
  (classroom, building, district)
• Clearly Identify levels of performance measures
  and opportunities for improvement

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Data Collection An Iterative Process
Standards
Instruction
Vision
Assessments
Reports
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The Power of Data

• Assess current and future needs of students
• Decide what to change
• Determine if goals are being met
• Engage in continuous school improvement
• Identify root causes of problems
• Promote accountability

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Early Screening Works

• Identifies students who are likely to have
  problems learning
• Administers easily and quickly
• Facilitates selective use of diagnostic
  assessments
• Provides accurate and reliable data

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Screening and Diagnostic Assessments

• DIBELS -- Dynamic Indicators of Basic Early
  Literacy Skills
• TPRI -- Texas Primary Reading Inventory
• Tejas LEE -- Reading Inventory in Spanish

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Technology Solution

• Eliminates paperwork, stopwatches and manual
  calculations and gives instant results

Streamlined assessing

• Automates scoring, timing and prompting
  requirements - teacher can focus on student, NOT
  test

Improved accuracy
Ability to analyze, act on data

• With the push of a button, teachers can access
  Web-based reports that help them turn results
  into action

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CPS DIBELS FY05 Data
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Intensive Support Monitoring recommended two to
four times a month. Students should receive
intensive remediation and differentiated
instruction. Strategic Support Monitoring
recommended once a month. Students should receive
strategic interventions and differentiated
instruction. Benchmark Support Additional
monitoring not required. Students are achieving
on grade level at appropriate developmental stage.
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Ready or Not . . .The World is Different

• Work is different ...
• Tools are different ...
• Communication is different ...
• Information is different ...
• Kids are different ...
• Learning is different
• Teaching must be different ...
• And Leading must be different!

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Research shows

• leadership ... the single most important factor
  affecting the successful integration of
  technology into schools. This is true at all
  levels- state, district, and schools.
• Lessons Learned
• SEIRTEC (2002)

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What we know about effective use of technology in
schools

• The world is different
• New environments enable more
• effective strategies
• Essential conditions are essential
• Highly skilled teachers and administrators are
  required
• Assessment is critical

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eLearning Principals Technology Leadership
Institute

• Integrating Technology into the Teaching and
  Learning Process
• Principals Productivity and Professional
  Practice
• Technology Tools for Support, Management, and
  Operations
• Assessment and Evaluation with Technology

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Research Shows

• Students whose teachers were high level users
  of technology in the classroom scored
  significantly better than did students whose
  teachers were low level users of technology in
  the classroom. Middleton and Murray, 1999

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Technology and Work

• 340K unfilled jobs requiring tech skills
• 60 of current jobs require tech skills
• 70 growth in computer and tech jobs
• Accessing jobs often requires tech skills

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Increase Technology Literacy of 8th Grade
Students

• Partnered with Learning Point Associates to
  assess student technology literacy knowledge,
  attitudes, and practices based on National
  Educational Standards for Students (NETSS)
• An 8th grade educational technology curriculum
  sequence aligned to Texas Learning Standards for
  language arts, mathematics, and science as well
  as measurable technology literacy outcomes

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NETSS Assessment Curriculum

• 7th and 8th grade technology literacy assessment
• 7th and 8th grade technology literacy curriculum

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Standards for Students

• Basic operations and concepts
• Social, ethical, and human issues
• Productivity tools
• Communication tools
• Research tools
• Problem solving and decision making tools
• Adopted, adapted, or aligned by 33 states

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Technology Professional Development

• Focused on student achievement.
• Connected to the classroom.
• Integrated with the curriculum.
• Sustained and collaborative process.
• Supports individual learning styles and
  experiences.
• Evaluation is embedded throughout.

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Progressive Levels

• Using technology to improve teachers
  professional practices .
• Using technology tools and information to plan
  and implement enhanced learning experiences in
  the core curriculum.
• Integrating technology tools and information to
  build technology literacy and problem solving
  ability among students.

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Collecting data is only the first step toward
wisdom. But sharing data is the first step toward
community. IBM On Demand Business Prodigy
Advertisement
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Barriers to Data Use

• Lack of training in data use
• No uniform data collection
• Lack of leadership at the school and district
  level
• Outdated technology
• Unclear priorities and goals
• Lack of teamwork
• Distrust of data use

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Lessons Learned

• It takes time.
• It has to start at the top.
• Progress has to be measurable.
• Business models are starting points.
• Community outreach is essential.
• Data driven decision making can be a powerful
  tool in changing student outcomes and promoting
  continuous improvement in achievement.

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Reasons to Bring Data Into Decisions

• Assess the current and future needs of students.
• Decide what to change.
• Determine if goals are being met.
• Engage in continuous school improvement.
• Identify root causes of problems.
• Align instruction to standards.
• Provide personalized instruction.
• Track professional development.
• Meet accountability provisions of NCLB.
• Keep constituents informed about progress.

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Making It Happen Integrating Data Into the
Equation

• To consider
• Implementation scale and scope
• What to gather
• Cleaning up the data
• Reporting out and user queries
• Cost of adoption
• Professional development
• Collaboration and partnerships

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• What gets measured gets done.
• Peters 1987