Data-Driven Decision Making:Data-Driven Decision Making: Essential Conditions for SuccessEssential Conditions for Success

ContextContext

Standards driven reformStandards driven reform

Assessments tied to standardsAssessments tied to standards

Raised expectations for Raised expectations for all all studentsstudents

Technology toolsTechnology tools

Accountability mandates in NCLB ActAccountability mandates in NCLB Act

Moving Beyond the Moving Beyond the MandateMandate

NCLBNCLB is an is an opportunityopportunity to: to: Use data to transform teaching, learning and Use data to transform teaching, learning and

administration. administration. Inform decisions about everything from class Inform decisions about everything from class

schedules to textbook reading levels to schedules to textbook reading levels to professional development budgets. professional development budgets.

Provide a rationale for decisions that Provide a rationale for decisions that parents, teachers, taxpayers, and students parents, teachers, taxpayers, and students can understand.can understand.

What the NCLB Comprehensive What the NCLB Comprehensive Reform Will DoReform Will Do

Provide professional development and Provide professional development and trainingtraining

Disseminate and provide information, Disseminate and provide information, reports, publicationsreports, publications

Develop teacher and school leader in-Develop teacher and school leader in-service and pre-service training modes service and pre-service training modes

that illustrate best practicesthat illustrate best practices

Data Driven Decision MakingData Driven Decision Making

Data Driven Decision Making provides a Data Driven Decision Making provides a structure - a set of guidelines for knowing structure - a set of guidelines for knowing what decisions to make.what decisions to make.

Effective technology training for teachers Effective technology training for teachers results in the capacity to share data results in the capacity to share data leading to a deeper understanding of both leading to a deeper understanding of both teacher learning and student success.teacher learning and student success.

The The FoundationFoundation of Data-Driven of Data-Driven Instructional DecisionsInstructional Decisions

Assess and examine data firstAssess and examine data firstEmphasize what is importantEmphasize what is importantSet goals that can be assessed Set goals that can be assessed Focus on what is effective Focus on what is effective Align goals with instructional Align goals with instructional

strategiesstrategies

A A NewNew Paradigm Paradigm ShiftShift

Sophisticated data collectionSophisticated data collection

+ Dissemination technologies + Dissemination technologies

+ Better understanding of how + Better understanding of how individuals learn individuals learn

+ New assessments+ New assessments

== Transformation of EducationTransformation of Education

ReportsData Warehouse

Reporting and Analysis ServicesTurning data into useful information

TrainingLearning how to use data to make informed decisions.

State and Federal ReportingMeeting reporting compliance

DisseminationSharing data with the community (ie: report cards)

Components of a Data Based Decision Making SystemComponents of a Data Based Decision Making System

SIS

Finance

Assessment

Instruction

Applications

Personalized Instruction

Source: US Department of Education, 2003.

Data Rich DistrictsData Rich Districts

School districts and school district School districts and school district consortia are moving a step ahead consortia are moving a step ahead of NCLB requirements by integrating of NCLB requirements by integrating data reporting into a culture of data reporting into a culture of continuous improvement.continuous improvement.

Rapid ResultsRapid Results The three concepts that are the The three concepts that are the

foundation for school improvement: foundation for school improvement: are informed, are informed,

1.1. effective teamwork; effective teamwork;

2.2. goals setting; and goals setting; and

3.3. the use of performance data.the use of performance data.

Schaffer 1988Schaffer 1988

School Improvement ProcessSchool Improvement Process

Set measurable goals and targetsSet measurable goals and targetsCollect data using electronic Collect data using electronic

methodsmethodsDeliver information to decision Deliver information to decision

makers (classroom, building, district)makers (classroom, building, district)Clearly Identify levels of Clearly Identify levels of

performance measures and performance measures and opportunities for improvementopportunities for improvement

Data Collection: An Iterative ProcessData Collection: An Iterative Process

Vision

Standards

Assessments

Reports

Instruction

The Power of DataThe Power of Data

AssessAssess current and future needs of current and future needs of studentsstudents

DecideDecide what to changewhat to changeDetermineDetermine if goals are being metif goals are being metEngageEngage in continuous school in continuous school

improvementimprovementIdentifyIdentify root causes of problemsroot causes of problemsPromotePromote accountabilityaccountability

Early Screening WorksEarly Screening Works

IdentifiesIdentifies students who are likely to have students who are likely to have problems learningproblems learning

AdministersAdministers easily and quickly easily and quickly

FacilitatesFacilitates selective use of diagnostic selective use of diagnostic assessmentsassessments

ProvidesProvides accurate and reliable dataaccurate and reliable data

Screening and Diagnostic Screening and Diagnostic AssessmentsAssessments

DIBELSDIBELS -- Dynamic Indicators of Basic -- Dynamic Indicators of Basic Early Literacy SkillsEarly Literacy Skills

TPRITPRI -- Texas Primary Reading Inventory-- Texas Primary Reading Inventory

Tejas LEETejas LEE -- Reading Inventory in -- Reading Inventory in SpanishSpanish

Technology SolutionTechnology Solution

Eliminates paperwork, Eliminates paperwork, stopwatches and manual stopwatches and manual calculations – and gives instant calculations – and gives instant resultsresults

Automates scoring, timing and Automates scoring, timing and prompting requirements - teacher prompting requirements - teacher can focus on student, NOT testcan focus on student, NOT test

With the push of a button, With the push of a button, teachers can access Web-based teachers can access Web-based reports that help them turn results reports that help them turn results into actioninto action

Streamlined assessing

Improved accuracy

Ability to analyze, act on data

CPS DIBELS FY05 DataCPS DIBELS FY05 Data

0

5

10

15

20

25

30

35

40

45

Grade K Grade 1 Grade 2 Grade 3

IntensiveSupportStrategicSupportBenchmarkSupport

Intensive Support Monitoring recommended two to four times a month. Students should receive intensive remediation and differentiated instruction.

Strategic Support Monitoring recommended once a month. Students should receive strategic interventions and differentiated instruction.

Benchmark Support Additional monitoring not required. Students are achieving on grade level at appropriate developmental stage.

Ready or Not . . .Ready or Not . . .The World is DifferentThe World is Different

• • Work is different ...Work is different ...• • Tools are different ...Tools are different ...• • Communication is different ...Communication is different ...• • Information is different ...Information is different ...• • Kids are different ...Kids are different ...• • Learning is different …Learning is different …• • Teaching must be different ...Teaching must be different ...

And And LeadingLeading must be different! must be different!

Research shows…Research shows…

“…“…leadership ... the single most leadership ... the single most important factor affecting the important factor affecting the successful integration of technology successful integration of technology into schools. This is true at all levels- into schools. This is true at all levels- state, district, and schools.”state, district, and schools.”

Lessons LearnedLessons LearnedSEIR*TEC (2002)SEIR*TEC (2002)

What we know about effective What we know about effective use of technology in schoolsuse of technology in schools

•• The world is differentThe world is different

•• New environments enable more New environments enable more

effective strategieseffective strategies

•• Essential conditions are essentialEssential conditions are essential

• • Highly skilled teachers and Highly skilled teachers and administrators are requiredadministrators are required

•• Assessment is criticalAssessment is critical

eLearning Principals Technology eLearning Principals Technology

Leadership InstituteLeadership Institute Integrating Technology into the Teaching Integrating Technology into the Teaching

and Learning Process and Learning Process Principals’ Productivity and Professional Principals’ Productivity and Professional

PracticePracticeTechnology Tools for Support, Technology Tools for Support,

Management, and OperationsManagement, and OperationsAssessment and Evaluation with Assessment and Evaluation with

TechnologyTechnology

Research ShowsResearch Shows

“ “Students whose teachers were high Students whose teachers were high level users of technology in the level users of technology in the classroom scored significantly better classroom scored significantly better than did students whose teachers than did students whose teachers were low level users of technology in were low level users of technology in the classroom.” Middleton and the classroom.” Middleton and Murray, 1999Murray, 1999

Technology and Work

• • 340K340K unfilled jobs requiring tech skills unfilled jobs requiring tech skills

• • 60%60% of current jobs require tech skills of current jobs require tech skills

• • 70%70% growth in computer and tech growth in computer and tech jobsjobs

•• Accessing jobs often requires tech Accessing jobs often requires tech skillsskills

Increase Technology Literacy of Increase Technology Literacy of 88thth Grade Students Grade Students

Partnered with Learning Point Associates to Partnered with Learning Point Associates to assess student technology literacy knowledge, assess student technology literacy knowledge, attitudes, and practices based on National attitudes, and practices based on National Educational Standards for Students (NETSEducational Standards for Students (NETS••S) S)

An 8An 8thth grade educational technology curriculum grade educational technology curriculum sequence aligned to Texas Learning Standards sequence aligned to Texas Learning Standards for language arts, mathematics, and science as for language arts, mathematics, and science as well as measurable technology literacy well as measurable technology literacy outcomesoutcomes

NETS•S Assessment & NETS•S Assessment & CurriculumCurriculum

7th and 8th grade technology literacy 7th and 8th grade technology literacy assessmentassessment

7th and 8th grade technology literacy 7th and 8th grade technology literacy curriculumcurriculum

Standards for StudentsStandards for Students

1.1. Basic operations and conceptsBasic operations and concepts

2.2. Social, ethical, and human issuesSocial, ethical, and human issues

3.3. Productivity toolsProductivity tools

4.4. Communication toolsCommunication tools

5.5. Research toolsResearch tools

6.6. Problem solving and decision making Problem solving and decision making toolstools

Adopted, adapted, or aligned by 33 Adopted, adapted, or aligned by 33 statesstates

Technology Professional Technology Professional DevelopmentDevelopment

Focused on student achievement.Focused on student achievement.Connected to the classroom.Connected to the classroom. Integrated with the curriculum.Integrated with the curriculum.Sustained and collaborative process.Sustained and collaborative process.Supports individual learning styles and Supports individual learning styles and

experiences.experiences.Evaluation is embedded throughout.Evaluation is embedded throughout.

Progressive LevelsProgressive Levels

Using technology to improve teachers’ Using technology to improve teachers’ professional practices .professional practices .

Using technology tools and information to Using technology tools and information to plan and implement enhanced learning plan and implement enhanced learning experiences in the core curriculum.experiences in the core curriculum.

Integrating technology tools and Integrating technology tools and information to build technology literacy and information to build technology literacy and problem solving ability among students.problem solving ability among students.

“Collecting data is only the first step toward wisdom. But sharing data is the first step toward community.”

IBM – On Demand BusinessProdigy Advertisement

Barriers to Data UseBarriers to Data Use

Lack of training in data useLack of training in data use No uniform data collectionNo uniform data collection Lack of leadership at the school and Lack of leadership at the school and

district leveldistrict level Outdated technologyOutdated technology Unclear priorities and goalsUnclear priorities and goals Lack of teamworkLack of teamwork Distrust of data useDistrust of data use

It takes time.It takes time. It has to start at the top.It has to start at the top. Progress has to be measurable. Progress has to be measurable. Business models are starting points.Business models are starting points. Community outreach is essentialCommunity outreach is essential.. Data driven decision making can be a Data driven decision making can be a

powerful tool in changing student powerful tool in changing student outcomes and promoting continuous outcomes and promoting continuous improvement in achievement.improvement in achievement.

Lessons LearnedLessons Learned

Reasons to Bring Reasons to Bring Data Into DecisionsData Into Decisions

1.1. Assess the current and future needs of Assess the current and future needs of students.students.

2.2. Decide what to change.Decide what to change.3.3. Determine if goals are being met.Determine if goals are being met.4.4. Engage in continuous school improvement.Engage in continuous school improvement.5.5. Identify root causes of problems.Identify root causes of problems.6.6. Align instruction to standards.Align instruction to standards.7.7. Provide personalized instruction.Provide personalized instruction.8.8. Track professional development.Track professional development.9.9. Meet accountability provisions of NCLB.Meet accountability provisions of NCLB.10.10. Keep constituents informed about progress. Keep constituents informed about progress.

Making It Happen: Making It Happen: Integrating Data Into the EquationIntegrating Data Into the Equation

To consider:To consider: Implementation scale and scopeImplementation scale and scope What to gatherWhat to gather Cleaning up the dataCleaning up the data Reporting out and user queriesReporting out and user queries Cost of adoptionCost of adoption Professional developmentProfessional development Collaboration and partnershipsCollaboration and partnerships

What gets measured gets done.What gets measured gets done.

Peters 1987Peters 1987