Tracy Unified School District

Leadership Institute – “Leading the Transformation”

Breakout SessionAuthentic Data Driven Decision

Making July/August 2014

Dr. Paul F. EzenConsultant

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

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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.

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Gallery Walk

• Take a packet of sticky notes.

• Record strategies that you would like to use.

• Leave positive notes or comments.

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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

KN

OW

LED

GE

APPLICATION

A B

DCHigh

HighLow

Low

• Grades based on multiple kinds of assessments

• Peer review of student work• Individual progress

monitoring• Observations by instructional

coaches

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Setting SMART GoalsGoal:

SpecificWho, what, when, where, why?

MeasurableHow much? How often?

AttainableIs it realistic? Why?

RelevantIs it important? Why?

Time-basedHow long will it take?

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Developing a Productive Data Team

Data Pyramid

Summative State Assessments

Demographics and Perceptions

Benchmark Assessments

Formative Common Assessments

Formative Classroom Assessments

adapted from The Data Coach’s Guide to Improving Learning for All Students, p. 129

Less often

More often

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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 

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BDT Processes1. 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

 

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BDT Processes4. 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

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Principal Data Coach

IT Staff Data Team

Data Team Players

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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

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Data Team Configurations

Teacher-leader groups

Grade-level representatives

School improvement committees

Content-area teams

Professional learning community teams

SOUNDS LIKE

DOES OR DELIVERS

LOOKS LIKE

Describing Results-Focused Teams

from Teacher Teams That Get Results, Kuzmich and Gregory (2007)

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Data Team AgendaDate: 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:

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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?

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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

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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

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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?

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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?

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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?

Presenting Information

1

2

34

5

1 2 3 40

102030405060708090

100

A

B

C

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