Presentation on theme: "Tracy Unified School District Leadership Institute – “Leading the Transformation” Breakout Session Authentic Data Driven Decision Making July/August 2014."— Presentation transcript:
Tracy Unified School District Leadership Institute – “Leading the Transformation” Breakout Session Authentic Data Driven Decision Making July/August 2014 Dr. Paul F. Ezen Consultant
Leadership’s Role in Data-Driven Decision Making
Data-Driven Leadership Standardizing expectations Standardizing tools and protocols Facilitating fast and accurate communication Enabling evaluation and accountability PG page 23
Data Strategies Analyze forces of change. Identify student learning needs.
Data Strategies Analyze forces of change. Identify student learning needs. Set student learning goals. Set school goals.
Data Strategies Analyze forces of change. Identify student learning needs. Set student learning goals. Set school goals. Analyze school practices. Test hypotheses. Quantify perceptions.
Successful Leadership Strategies What are some strategies you have put in place in your building or district to use data and get results? With your table group, create a graphic organizer to describe effective strategies. PG page 23
Gallery Walk Take a packet of sticky notes. Record strategies that you would like to use. Leave positive notes or comments. PG page 23
Strategies for Data-Driven Instruction Ask for and post public displays of data in schools. Ask data-driven questions of leadership teams. Ask students to quantify their learning progress. Ask teachers to cite data indicating how they gauge student learning. Use charts and graphs to reduce data to useful information by focusing on simple numbers, gap comparisons, and trends. Ask frequent questions to ensure data accuracy.
Transformational Leadership Framework KNOWLEDGE APPLICATION A B D C High Low Grades based on multiple kinds of assessments Peer review of student work Individual progress monitoring Observations by instructional coaches Grades based on multiple kinds of assessments Peer review of student work Individual progress monitoring Observations by instructional coaches PG page 24
Setting SMART Goals Goal: S pecific Who, what, when, where, why? M easurable How much? How often? A ttainable Is it realistic? Why? R elevant Is it important? Why? T ime-based How long will it take? PG page 25
Data Pyramid adapted from The Data Coach’s Guide to Improving Learning for All Students, p. 129 Less often More often PG page 26
Purposes and Functions of the Building Data Team (from Leaders Make It Happen! pp. 97–98) To access and monitor student success, the quality of instruction, and the effectiveness of the team in order to improve instructional practice and performance PG page 27
BDT Processes 1. Uses building data to develop a school improvement plan that focuses on a limited number of strategies aligned with the district’s goals and strategies 2. Determines specific shared instructional strategies to implement schoolwide 3. Actively monitors the implementation and effectiveness of the shared instructional strategies (adult indicators) and their impact on student learning PG page 27
BDT Processes 4. Actively monitors the teacher-based Instructional Data Teams (IDTs) and their follow-through 5. Provides for and participates in professional development and provides additional learning supports to staff 6. Makes adjustments based on the data PG page 27
The Successful Data Coach Demonstrates leadership Is committed to equity Is a skilled collaborator Knows how to run a meeting Is willing to learn and take risks Has a basic knowledge of data and assessments Is comfortable with computers PG page 27
Describing Results-Focused Teams from Teacher Teams That Get Results, Kuzmich and Gregory (2007) PG page 28
Data Team Agenda Date: September 19 DT Members Present: John Stacy, Bill, Dave, Melissa, Juan, Jake, Kathy A. Review progress of implementation of action items from previous meetings. B. Review student data and/or data related to action plan to determine if plan and initiatives are working. C. Discuss new plans and/or adjustments to current plans based on data review. D. Review student intervention efforts and effects on student performance. E. Review action decisions from this meeting and assign actions to report on for next meeting. F. Review any additional items related to student achievement and progress. Actions: PG page 29
Questions for Data Teams 1. Do we have the data we need? What are we trying to measure? Did we measure what we need to monitor? Is the assessment a reasonable length? Should we revise any questions for a post- assessment? PG page 30
2. What do the data mean? Do any responses stand out? What does a proficient response look like? Which questions had a high/low number of correct responses? Do the questions accurately test the targeted knowledge? What learning needs are evident? Questions for Data Teams PG page 30
3. What should our goals be? What do the data say about gaps in achievement? (Do we have an equity problem in our school?) Are our goals specific, measurable, achievable, relevant, and timely (SMART)? What obstacles stand in the way of our reaching those student learning goals? Questions for Data Teams PG page 30
Questions for Data Teams 4. What instructional strategies will we emphasize? Do we need to model or teach these strategies? Does the classroom environment need to change in some way? Do teachers have access to the resources and materials that they need? PG page 31
Questions for Data Teams 5. How will we recognize success? How can we tell that students are learning? What kind of formative assessment might teachers use to reveal on-target learning? How can we confirm that everyone is using the strategies as intended and described? How can we link learning to specific strategies? PG page 31
Making Data Public What goal were we trying to meet with this change? What data established the need for this change? What data will prove that we succeeded? Does this change match the values in our mission?