creating a data-driven organization to support … a data-driven organization to support students...

Richard Woods, Georgia’s School Superintendent“Educating Georgia’s Future”

gadoe.org

Creating a Data-Driven Organization to Support Students and Staff

Nakeba Rahming, Ed.S.

State Director for GNETS

Georgia Department of Education

http://www.gadoe.org/

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future”gadoe.org



Overview

Participants will learn:

Functional processes to build a data-driven organization

Guiding principles for using data to inform systemic educational and behavioral goals

Best practices for monitoring data-driven accountability







Accessing lots of data and reports

does not make you

data-driven.







Being Data-driven Shouldn’t Drive you Crazy!!!

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Guiding Principles for

DATADrivenness

1. Culture

4. Management

Data-drivenness is about building tools, abilities, and, most

crucially, a culture that acts on data.

- Carl Anderson

Book: Creating a Driven Organization

Produced by: Nakeba Rahming







Fostering a Data-driven

Culture among

Educators

• Build trust

• Discourage data hoarding and silos

• Make data visible

• Inform staff off what data are available

• Provide timelines for reviewing data

• Train and develop staff to use data efficiently

• Make data fun!!!







In many cases educators collect data without first identifying what it is they need to know and why.

What do we want students

to learn?

How will we know if they’ve

learned it?

What do we want teachers

to do?

How will we know if they did

it?

Which programs are

working?

How will we know?

GaDOE Comprehensive Needs Assessment Tool







Accessing Data

Conduct a data audit:

• What data is available?

• What purpose is it serving?

• Who can access it?

• How can they access it?

• What is the lag time from entry to output?

• Can it be queried

• Is the database user friendly?

• Is the data siloed by department or grade levels?

• Is the data secured







Data Management

Managing data to provide useful information

• Train staff on best practices for data entry

• Data within your system should provide information at multiple levels.• District - Information for the superintendent and district leaders• Region – Information for regional leaders• School – Information for principals and building leaders• Classroom – information for principals, teachers, and

paraprofessionals• Student – Information for teachers, students, and parents







Data Visualization

Make data a visual display of information

- Visuals makes it easier to identify trends, patterns, successes and deficits

- Your staff should be able to generate conclusions at a glance

- Teachers should be able to explain the visuals to others

- Students and parents should be able to easily understand the visuals







Generating useful reports help

organizations identify needs and

find the root causes to problems.

GaDOE Comprehensive Needs Assessment Tool







Georgia's Systems of Continuous Improvement

Data Analysis







Why data matters in a System for Continuous Improvement?

Using data within a continuous improvement framework provides us with information that can be analyzed in a clear, systematic way to approach a problem with clearly defined steps so that an individual or team doesn’t get bogged down in:

• Fixing the same problem over and over with no clue as to why the problem occurred in the first place.

• Allocating resources to the wrong cause.

Why are we not being successful?







What is this data telling

you?

Let’s Practice

22

.5 32

.7

35

.4

9.4

65

.4

21

.8 32

.6

36

.3

9.3

66

.4

BEGINNING D EV ELOPING PROFICIENT D IST INGUISHED WEIGHTED PROFICIENCY

ENGLISH LANGUAGE ARTS ELEMENTARY SCHOOL END -OF-GRADE MILESTONES

2014-15 2015-16

45.6%55.4%







Why do you think these

results occurred?

Let’s Practice

All of the racial/ethnic groups showed a decrease in the percentage of students performing at the beginning level

except for the students that are Hispanic.

This pattern also exists with two of the other subgroups.







Action Planning What will

you do about it?

Now that you’ve identified your needs and identified some causes, what will you do about it?

- What drivers or supports are available to help you implement your plan?

- What barriers exist that may prevent you from implementing your plan?

- How will you address the identified barriers?







Creating your goals and establishing action steps







DataSharing

There must be a data-sharing culture within the organization so that data can be joined with other information and initiatives.

•Now that you have identified your need and some root causes, and worked on your action plan, who will you share this information with?

•What would you expect them to do with the information?

•How would you expect them to contribute to your goals and action steps?

•How will join it with other information in your district or school?

•How will you prepare to share data with external stakeholders?

Take every opportunity to show your staff that the data are not being used to make them feel inadequate but to improve student outcomes.







How will you inspect what you expect?

Create a plan to collect ongoing data Review data collected in: Leadership team meetings, Professional Learning Communities (PLCs), behavior teams, instructional learning teams, etc.Remember to connect the data collected back to your instructional goal and actions.







A continuous Improvement framework should help us work smarter, not harder.

I think we should try these

to make this easier





Richard Woods, Georgia’s School Superintendent“Educating Georgia’s Future”

gadoe.org

Contact GaDOE Departments for Continued Support with CLIPS:

School Improvement

Federal Programs

Teaching and Learning

Special Education

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