how data informs decision making 2

How Data Informs Decision Making

Think of a decision you made today.

Decisions … Decisions

• We use some form of data to make every decision we make.

•  Maybe you flipped a coin to decide between Subway and A&W.

How did you decide?

Can We do THIS? notebook.stc.org

• We use data so that our decisions move us efficiently in the right direction.

Why do we use data?

Success Criteria By the end of this seminar ...

I can describe theories, models and strategies for effective decision making and problem solving using data.

www.cloudtweaks.com

I can use data to determine effective strategies to improve student learning.

www.adexchanger.com

I can communicate school data to describe school needs and strengths (including school improvement plan).I

www.nuxeo.com

I can use data to effectively establish professional learning communities.

www.ocdqblog.com

I can describe how to create an environment that is conducive to using data effectively to improve

student achievement.

scienceblogs.com

Put a unique logo, nickname or symbol on each of your post-its so you can recognize it.

Place a post-it on the rubric to indicate where you think you are now for each learning goal.

We will revisit this data wall at the end on the seminar.

Where are we now?

Types of Data What data should I use to guide my decisions?

All DDDM processes depend upon high-quality data. The perception of low data credibility is one of the greatest threats to DDDM; doubts about whether data actually reflect students’ knowledge or alignment with the curriculum have an effect on whether educators will buy-in to the process or make use of the data for decisions (Ingram, Louis, & Schroeder, 2004).

Types of Data

Type http://padlet.com/wall/typesofdata into the address bar on your browser.

Working in groups of 2-3,brainstorm the sources of data that we use in education. Please keep each source as a separate post.

What sources of data do we use in education?

•  Input •  Process •  Outcome •  Satisfaction

Types of Data

What we are starting with. •  Student Demographics •  Behavioural Indicators (Suspension and

Attendance)

Input Data

What’s going on in our school? •  Instructional strategies •  Collaborative Inquiry

Process Data

How are our students doing? •  EQAO •  Pass Rates •  Grad Rates

Outcome Data

Opinions from teachers, students,parents and community

Satisfaction Data

Please go back to the Padlet. Drag the data sources to the correct data type.

Classify the Data

Why is output data so important?

How could we use other types of data to improve our decision making?

Why is output data so important?

SCDSB Diagnostic Assessments

Abraca-­‐data  and  school  leadership  

The  condi3ons  that  promote  effec3ve  data  use  

Developing  the  school  culture  • More  and  more  data  is  available  to  schools  •  The  intelligent  use  of  data  affects  all  professionals  involved  in  educa3on  

• We  cannot  go  back  to  the  days                                    when  decisions  were  made  on  

       hunches.  http://www.influx.com.br/blog/2012/02/28/o-que-significa-hunch-dica-de-ingles/

http://setandbma.wordpress.com/2012/02/02/big-data/

http://blog.kissmetrics.com/launch-a-new-website/

•  Researchers  have  found  that  much  of  what  passes  as  «  evidence-­‐based  »  decision  making  is  in  fact  based  on  our  own  beliefs  and  assump3ons….about  what  works  and  what  doesn’t.  

Data  can  poten*ally  lead  to  overload  and  confusion  (Fullan  2006)  

http://www.techweekeurope.co.uk/news/gartner-sees-2011-inflection-point-for-data-warehousing-21964

How  can  educa3onal  leaders  find  a  line  through  the  evidence  on  data  that  will  support  our  professional  prac3ce  and  help  us  take  advantage  of  the  poten3al  

of  using  data?  

What  is  data  culture?  

“a  Data  culture  is  a  learning  environment  within  a  school  or  district  that    includes  a8tudes,  values,  goals,  norms  of  behaviour,  and  prac*ces,  accompanied  by  an  explicit  vision  for  data  use  by  leadership,  that  characterize  a  group’s  apprecia*on  for  the  importance  and  power  that  data  can  bring  to  the  decision-­‐making  process.”  (Hamilton,  Halverson,  Jackdson,  Mandinach,  Supovits  and  Wayman,  2009)  

What  is  Data  Literacy?  •  The  ability  to  ask  and  answer  ques3ons  about  collec3ng,  analyzing,  and  making  sense  of  data  

• We  need  data  literacy  as  a  characteris3c  of  a  data-­‐driven  school  culture  

Data  in  the  classroom  

•  In  today’s  “knowledge  society”  evidence,  data  and  informa*on  have  become  a  cri*cal  elements  in  decision  making.  (Earl  and  Katz  2006)  

•  Professional  Accountability  •  Should  not  be  viewed  as  a  judgment,  but  as  a  tool  educators  can  use  to  understand  the  current  situa3on  and  devise  a  reasonable  course  of  ac3on.  

Instruc3onal  prac3ce  •  Using  data  is  an  insight  about  student  progress  and  is  a  logical  way  to  monitor  con3nuous  improvement  and  tailor  instruc3on  to  the  needs  of  each  student.  

http://keepitsimplenow.com/2012/03/are-you-accountable-for-your-clutter/

School  effec3veness  •  Effec3ve  use  of  data  is  one  of  the  big  key  factors  iden3fied  in  a  review  on  school  effec3veness  conducted  by  the  EQAO.  This  is  what  the  review  has  to  say:  

–  At  the  classroom  level,  in  effec3ve  schools,  teachers  monitor  student  progress  on  a  regular  basis  to  provide  both  differen3ated  learning  experiences  and  appropriate  support  to  meet  student  needs  

–  At  the  school  level,  effec3ve  leaders  ensure  that  both  outcome  and  process  data  are  made  available  for  use  by  school  staff  and  assessment  data  are  integral  to  monitoring  the  adainment  of  school  goals.  

The  role  of  the  school  leaders  The  principal  plays  a  key  role  in:    ✓ establishing  the  purpose  for  data  use  ✓ Providing  3me  for  working  with  data  ✓ Providing  opportuni3es  to  work  with            others  ✓ Provides  access  to  experts  

http://en.wikipedia.org/wiki/Principal_Skinner

Studies  show:  •  Principals  who  are  most  successful  in  using  data  are  those  who  engage  their  school  staff  in  collabora3ve  decision  making  

•  Teachers  will  embrace  a  data  ini3a3ve  if    –  it  is  well  implemented  –  Relevant  to  the  learning  needs  of  students  – Useful  in  informing  teaching  prac3ce  

Four  main  dimensions  of  successful  leadership  prac3ce  in  using  data  

http://michellehslee.blogspot.ca/

1.  Providing  formal  and  informal  structures  to  support  data  use.  

2.  Focus  on  conversa3ons  and  instruc3onal  improvement.  

3.  Implement  data  purposefully  so  that:  a)  Teachers  see  the  connec3ons  b)  Professional  development  

4.  Make  3me  to:  a)  Align  goals  b)  Offer  professional  learning  

Condi3ons  that  promote  effec3ve  data  use  in  schools  

•  Make  data  a  part  of  an  ongoing  cycle  of  instruc3onal  improvement  •  Teach  students  to  examine  their  own  data  and  set  learning  goals  •  Establish  a  clear  vision  for            school-­‐wide  data  use  •  Provide  supports  that  foster  a          data-­‐driven  culture  •  Develop  and  maintain  a            district-­‐wide  data  system  

http://www.pinterest.com/ginger_watkins/assessment/

Strategies  for  Success:  Overcoming  Key  Challenges  

Challenge  one:  Fear  and  Mistrust  of  Data  and  Evalua3on  

Fear  of  what?  Data’s  capacity  to  reveal  strength  and  weakness,  failure  and  success.  

“By  ignoring  data,  we  promote    inac*on  and  inefficiency.”(Schmoker  1999)  

http://www.123rf.com/stock-photo/action.html

Challenge  two:  Building  a  Culture  of  Data  Use  

•  Develop  an  inquiry  habit  of  mind  •  Become  data  literate  •  Create  a  culture  of  inquiry  in  their  school  community  

Challenge  Three:  Too  Much  Data  and  Too  Lidle  Time  

•  Sejng  aside  3me  for  data  use  •  Building  a  culture  that  focuses  on  improvement  rather  than  blame  

•  Professional  development  and  support  

http://www.gougeoninsurance.com/4-easy-steps-to-effective-staff-training/

Data  Wise  Improvement  Plan  

http://www.uknow.gse.harvard.edu/decisions/DD2-4.html

•  Student  achievement  data  alone  are  not  sufficient  to  guide  decision  making  

Rear-­‐view  mirror  effect  (White  2009)  

http://www.crystalgraphics.com/powerpictures/Image.Search.Details.asp?product=cg1p5446219c

Collabora3ve  Inquiry  as  a  Vehicle for  Using  Data  

“Leaders  who  use  data  well  believe  that  schools  can  make  a  difference.  Their  model  of  educa*on  change  is  focused  on  changing  schools  to  help  ensure  beIer  services  and  beIer  learning  for  all  students.”    

hIp://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAc*onBulle*n5.pdf  

In  this  model,  inquiry  and  professional  learning  are  inseparable:      •  The  cycle  begins  with  student  learning  needs:  “What  knowledge  and  skills  do  our  

students  need?”  •  Once  these  are  understood,  the  teacher  moves  to  an  explicit  ar3cula3on  of  the  

rela3onship  between  current  teaching  prac3ce  and  the  student’s  learning  requirements:  “What  knowledge  and  skills  do  we  need  as  professionals  within  this  ini3a3ve?”  

•  A  course  for  professional  learning  is  charted  that  will  both  “deepen  professional  knowledge  and  translate  into  changes  in  prac3ce.”  

•  As  prac3ces  change  and  students  are  beder  served,  teachers  move  on  to  new  considera3ons  for  student  learning  needs  and  proceed  through  the  cycle  again  to  engage  students  in  new  learning  experiences.    

•  The  cycle  begins  again.        hIp://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAc*onBulle*n5.pdf  

2 minute brainstormIn your experience, what has been the focus, or inquiry question of some

PLC’s/collaborative inquiry/action research that you have participated been?

www.todaysmeet.com/PQP    

Secondary  SIPSA  Planning    Staff  Website:    • School  Improvement  Planning  tool    • Compass  for  Success  (cognos)    • Student  Repor3ng  area  –  various  reports  

Elementary  School  Improvement  Planning  EQAO:    -­‐  Breakdown  for  R,  L1,  L2,  etc.  to  compare  shins/trends  in  the  curve  

demonstra3ng  movement  toward  L3  -­‐  Self-­‐iden3fied  FNMI  -­‐  IEP  CASI:  principal  can  request  from  specific  grades/classes  Report  Card  Data  School  Climate  Survey  Class  Profiles  Data  from  Student  Voice  ini3a3ves    Info  from  SEF  visits  Progressive  discipline  log    Audit  trails,  data  walls,  PLC  minutes  and  progress    

Class  –  Specific  Data  for  Teachers  

My  Classroom  Data  (staff  website,  teaching,  assessment  &  evalua3on,  student  repor3ng)    Student  Success  Database      Grade  8  Transi3ons  Profile    Learning  Style  surveys  

What conclusions could be made from this data? What are possible factors that could have influenced this

data?

What other questions would you ask?

hIp://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAc*onBulle*n5.pdf  

How  do  you  fund  a  PLC?  Schools  asked  to  set  aside  some  school  basic  budget    PLC’s  organized  and  coordinated  through  Ed  Centre  ini3a3ves  (NM’s)    SSI  –  9  secondary  schools,  ministry  funded      Teacher  Learning  and  Leadership  Program  –  1  secondary,  2  elementary,  ministry  funded              

Policies  and  Regula3ons  Children’s  Law  Reform  Act  Educa3on  Act  Municipal  Freedom  of  Informa3on  and  Protec3on  of  Privacy  Act  Personal  Health  Informa3on  Protec3on  Act,  2004  Ontario  Student  Record  (OSR)  Guideline  2000    SCDSB  Policy  –  Management  of  Personal  Informa3on  2197  Board  APM  A1450  –  Management  of  Personal  Informa3on  –  Student    Board  APM  A7610  –  Ontario  Student  Record        

Ac3vity  In groups, take your data and imagine you are about to create your School Improvement Plan for Student Achievement (SIPSA). After a quick look through; •  What areas may you focus on? •  What focus may some of your PLC’s take? •  What teachers would you invite to join in your PLC’s? •  What class data would you gather or ask teachers to bring to the

PLC’s? •  Is there any data that doesn’t sit quite right? Perhaps an area that

requires more digging?

Data’s Role in Effective Leadership

Five Core Leadership Capacities: ➢ using data ➢ goal setting ➢ aligning resources with priorities ➢ engaging in courageous conversations ➢ promoting collaborative learning

cultures.

http://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoActionFall11.pdf

Using Data supports the other Core Leadership Capacities

Using Data supports the other Core Leadership Capacities

➢ Helps set appropriate goals towards measurable achievement

➢ A quantifiable connection between

resources used and school board priorities

➢ Using collaborative methods, a data culture can ensure genuine, focused learning is promoted

➢ Using data allows for a factual foundation

for courageous conversation to achieve goals

Using Data supports the other Core Leadership Capacities

http://juliezolfo.com/eq-leader/

Using Data for Equity and Inclusion

➢ Data is used to support equity and inclusion ●  To improve literacy and teaching

practices ●  To be informed of demographics

of school population and align teaching and equity and inclusion practices with these demographics

http://www.inverhills.edu/CampusLife/MulticulturalAffairs.aspx

http://dilbert.com/strips/comic/2010-05-21/

http://dilbert.com/strips/comic/2010-05-21/

➢ An effective leader uses data to improve skills, knowledge and attitudes for each domain of the OLF

Using Data Supporting the OLF

Using Data Supporting the OLF

Eg. The practice of action research for topics related to BIPSA

Demonstrates commitment to collaboration and shared leadership for school and board improvement

Building Relationships and Developing People

Eg. Using credit accumulation data to improve student success initiatives improving graduation rates

Thinks strategically to build and communication a vision

Setting Directions

http://search.dilbert.com/search?w=data&x=0&y=0

Using Data Supporting the OLF Eg. Can analyze EQAO data to see trends and areas for improvement then implementing school practices to improve upon these

Knows and understands a range of evidence to support, monitor, evaluate and improve school performance

Securing Accountability

Let’s revisit our success criteria..

I can describe theories, models and strategies for effective decision making and problem solving using data.

www.cloudtweaks.com

I can use data to determine effective strategies to improve student learning.

www.adexchanger.com

I can communicate school data to describe school needs and strengths (including school improvement plan).I

www.nuxeo.com

I can use data to effectively establish professional learning communities.

www.ocdqblog.com

I can describe how to create an environment that is conducive to using data effectively to improve

student achievement.

scienceblogs.com

Let’s revisit our success criteria...

Seminar Feedback

http://m.socrative.com/student

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Anonymous feedback

Resources - http://datafun.wikispaces.com

Education World: Decision-Making For School Leaders: Five Tips - http://bit.ly/18odwhA Ideas into Action - Using Data: Transforming Potential into Practice - http://bit.ly/1eVQUuK Ontario Leadership Framework. 2012. http://iel.immix.ca/storage/6/1380680958/SCHOOL-LEVEL_LEADERSHIP_%282%29.pdf RAND Article - http://bit.ly/1bSLX89