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


➢ 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


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

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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

how data informs decision making 2

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