Amy Ford

Fritz Geissler

Phyllis Harris

Christian Nolde

Data Driven Decision-Making:

Cross-level investigation

Information collected across four levels:

• Central Office

• High School

• Middle School

• Elementary School

Information collected cross three areas:

• School counseling

• Department leader

• Administration

Process for action-research:

• Demographics

• Perceptions

• Student learning

• School process

*is this present in practice?*

Four types of data in question:

Present in practice: Room for growth:

• Demographics data consistently used across areas but not at teacher level.

• Perceptions data used at school and division level but not at lead level.

• Student learning data for the purposed of funding should be more thoroughly explained to stakeholders; more training needed.

• Some data pulled in isolation & not used across areas for full programming benefit

• Demographics data pulled across all areas

• Perceptions data not consistently used across levels

• Student learning data used across areas for a variety of purposes; all areas reported use of information for funding of programs

• School process data use was inconsistent

• At director level role was as a data source, not interpreter or for implementation

Central Office

Present in practice: Room for growth:

• Demographic data not mentioned often across all levels as a frequently cited source.

• CO disaggregates data taking a lot of this work away from school staff.

• Combining other data sources with perception data to produce a deeper level of analysis.

Demographic Data:

• Used to identify subgroups in closing Achievement Gap and in perception surveys.

• Attendance, health, and contact information are collected multiple times throughout the year.

Perception Data:

• Major driver of CSIP as consistent trends have emerged for improvement.

• Taken yearly from school staff, parents, and students.

High School

Present in practice Room for growth

• Teachers do not receive access to all learning data, though this is starting changing with school’s CARR giving more in depth explanations to core subject areas.

• Ability to get as much information on student learning as needed from CO.

• Specific measures of classroom data could be more exactly and frequently measured across all classrooms.

Student learning data:

• Used across all levels consistently in multiple ways- line analysis of test responses, program development and retention of program, curriculum driver, CSIP.

• SOL, AP, SAT, Exams, & Discipline (main)

School Processes:

• Consistently used across all levels.

• Teaching strategies, counseling programs, and CSIP results are measured.

• Combined often with other data sources, usually student learning.

High School

Present in practice: Room for growth:

• Demographic data is consistently used.

• Used largely by counseling and administration. Not used or evaluated by leads.

• Demographic data:

• Compiled and used in relation to student learning data:

• Attendance

• Subgroups

• Funding

• Perception data:

• Within School:

• Surveys (counseling)

• Individual meetings with teachers

• Outside of school:

• Online surveys (infrequently used)

Middle School

Present in practice: Room for growth:

• Used by administration, counseling, and leads. Could improve in used of data to evaluate decisions to monitor progress and inform future practice (in connection with School Processes)

• Could be used more in overall functioning of the school. Many processes are set and maintained over the course of the year. Could revisit more frequently.

• Student Learning:

• Used to determine resource distribution, remediation/tutoring, instruction, and class groupings

• NWEA, SOL, Common Assessments, D/F report, Pre and post tests

• School Processes

• Effectiveness of counseling curriculum

• Dress code and tardy information

• Lunch seating (joint decision with students)

• Administrators used data across all 4 types as did school counseling. Leads typically focused on student learning data to inform instruction and remediation.

Middle School

Present in practice: Room for growth:

Elementary School

Funding, state reporting, program development and teacher/student growth consistent across all levels and all areas.

Reasons for analyzing school data

Central Office High School

Middle School Elementary

AdministratorDirector

• Change-oriented

• Transparent• Facilitative• Transformatio

nal

• Transparent• Coaching• Situational• Authoritativ

e

• Transformational

• Democratic• Authoritative• Facilitative• Structural• Authoritative

School counseling

• Participative• Coaching• Servant

• Facilitative• Change-

oriented• Democratic

• Structural• Authoritative

Department leader/head

• Democratic• Coaching• Authoritative

• Structural• Strategic• Authoritativ

e

• Facilitative• Democratic• Coaching

Leadership styles noted: