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
•PG page 23
Data-Driven Leadership
•
•
•
•
Standardizing expectations
Standardizing tools and protocols
Facilitating fast and accurate communication
Enabling evaluation and accountability
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.
•PG page 23
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.
•
Leave positive notes or comments.
Record strategies that you would
like to use.
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.
•PG page 24
Transformational Leadership
Framework
KNOWLEDGE
High
C
D
A
B
• Grades based on multiple
kinds of assessments
• Peer review of student work
• Individual progress
monitoring
• Observations by instructional
coaches
Low
Low
APPLICATION
High
•PG page 25
Setting SMART Goals
Goal:
Specific
Measurable
Attainable
Relevant
Time-based
Who, what, when, where, why?
How much? How often?
Is it realistic? Why?
Is it important? Why?
How long will it take?
Developing a Productive
Data Team
•PG page 26
Data Pyramid
Less often
Summative
State
Assessments
Demographics
and
Perceptions
Benchmark
Assessments
Formative Common
Assessments
More often
Formative Classroom
Assessments
adapted from The Data Coach’s Guide to Improving Learning for All Students, p. 129
•PG page 27
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
2.
3.
improvement plan that focuses on a limited
number of strategies aligned with the
district’s goals and strategies
Determines specific shared instructional
strategies to implement schoolwide
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
5.
6.
Instructional Data Teams (IDTs) and their
follow-through
Provides for and participates in professional
development and provides additional
learning supports to staff
Makes adjustments based on the data
•PG page 27
Data Team Players
Principal
Data
Coach
IT Staff
Data
Team
•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
Data Team Configurations
Teacher-leader
groups
Grade-level
representatives
Content-area
teams
School
improvement
committees
Professional
learning
community
teams
•PG page 28
Describing Results-Focused Teams
LOOKS
LIKE
SOUNDS
LIKE
DOES OR
DELIVERS
from Teacher Teams That Get Results,
Kuzmich and Gregory (2007)
•PG page 29
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 30
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 postassessment?
•PG page 30
Questions for Data Teams
2.
What do the data mean?
•
•
•
Do any responses stand out?
•
Do the questions accurately test the targeted
knowledge?
•
What learning needs are evident?
What does a proficient response look like?
Which questions had a high/low number of correct
responses?
•PG page 30
Questions for Data Teams
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?
•PG page 31
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?
•
How can we confirm that everyone is using the
strategies as intended and described?
•
How can we link learning to specific strategies?
What kind of formative assessment might
teachers use to reveal on-target learning?
Making Data Public
What goal were
we trying to
meet with this
change?
What data
will prove
that we
succeeded?
What data
established the
need for this
change?
Does this
change match
the values in
our mission?
Presenting Information
a
b
a
1
A
2
1
5
2
4
3
100
90
80
70
60
50
40
30
20
10
0
A
B
C
1
2
3
4
Minute Paper
1.
What does your data team currently
look like?
2.
How does your team focus on
teaching and learning?
3.
What results is your team getting?
Action Item
• Next steps at your school?
• Determine GAP’s
• Process to fill those GAP’s
• Collaborative Process
• Communication
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