Data Informed Decision Making
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Data Informed Decision Making Presentation Transcript

  • 1. Data Informed Decision Making Dr. Robert Rodosky Dr. Marco Muñoz Jefferson County Public Schools (Kentucky) Presented at the National Evaluation Institute October 4-6, 2007
  • 2. Presentation Overview
    • Wallace Foundation
    • Leadership Interest Groups (LIG)
    • Data-Driven Decision Making
    • Georgia, Kentucky, Michigan, New Mexico, and Ohio
    • In the fall of 2006, all principals in Kentucky were surveyed regarding data access to support their roles as instructional leaders.
  • 3. Legislative Pressures
    • Demands of No Child Left Behind (NCLB) legislation—meeting AYPs.
    • Demands of KERA—meeting goals.
    • Assessment and accountability that require knowledge and skills in measurement and data use for school improvement.
    • Principals must use data in order to inform their decision-making as instructional leaders.
    • Understandings of how data analysis can inform instruction and ultimately improve student achievement.
  • 4. Data Informed Decision Making
    • Identify the sets of data questions asked by school, district, and state leaders.
    • To classify the data questions in ways that help us understand how to make data actionable.
    • To identify best practices in answer to these data questions.
    • To develop tools and training related to these data questions.
    Objectives Non-negotiable decisions that can increase student achievement. Main Focus What are the data needed to support/make key decisions that leaders need to make to improve student achievement? What are the best practices of how leaders need the data analyzed to make it useful/actionable?   Project Purposes
  • 5. Survey Development: Helping Principals Make Data Actionable Importance Support Instructional strategies when not achieving academic standards Data-Informed Interventions Rate agreement The data I need are available in a timely fashion Constraints Principals Face Rate agreement I can communicate data effectively in different settings Level of Accountability Literacy Preparation Frequency of use Help my teachers analyze data to understand achievement gaps Steps in the Improvement Process Importance Availability AYP math and reading results for the different groups Key Sources of Data Kinds of Response Formats Examples of Statements Modules
  • 6. Data Collection System 186 principals state wide 3 web-based surveys OH 1 web-based survey Interviews & 1 web-based survey 1 web-based survey 2 paper-based surveys: Part 1 and Part 2 given to 2 groups at 4 different times. Format 1285 Total Participants 79 principals in principal support network in 28 districts NM 16 principals interviewed; 258 principals responded to the survey MI 481 principals state wide KY 249 principals in 27 districts GA Participants State
  • 7. Survey Domains
    • Introductory Section: Demographic
    • Section 1:
      • Student demographic data
      • Student achievement data
      • Teacher and program data
      • Climate/perception data
      • Financial resource data
    • Section 2: Principal preparation and use
    • Section 3: Importance and support
    • Section 4: Data access and quality
  • 8. Important Data for Principals
  • 9. Difficult Questions that Principals Face after Data Analysis
  • 10. Support for Data-Informed Decisions
  • 11. District and State Support when Using Data Note: Georgia did not include a question on district support. Kentucky asked “I receive adequate support from the district.” and “I receive adequate support from the state.”
  • 12. I have the assistance I need to use data effectively
  • 13. I would like more support in understanding what to do with teacher effectiveness and program data
  • 14. What are the steps in a continuous improvement process that Principals use most frequently? Note: Number in parentheses are the percent of respondents who stated that they used this step very frequently or frequently during the school year.
  • 15. How prepared were first-year Principals to use these steps in the Continuous Improvement Process?
  • 16. What Are The Most Common Constraints That Principals Face In Using Data Note: Number in parentheses are the percent of respondents who somewhat disagreed or disagreed with the statements.
  • 17. The data I need are available in a timely fashion
  • 18. My Preparation/Certification Program prepared me to deal effectively with data
  • 19. I can communicate data effectively in Political, Professional, and Community Settings
  • 20. JCPS Study Elementary, Middle, and High School Principals
  • 21. JCPS Survey Procedures
    • Web-based survey
    • Population: JCPS principals
    • (N = 133)
    • Response rate: 55%
    • (N = 73)
    • Respondents by school level:
      • 39 elementary schools
      • 19 middle schools
      • 15 high schools
  • 22. Section 1: Demographic Data
    • Importance vs. Availability of Data:
      • Race (100% vs. 100%)
      • Absentee rates (100% vs. 100%)
      • ECE information (100% vs. 95.4%)
  • 23. Section 1: Student Achievement Data
    • Importance vs. Availability of Data:
      • Individual proficiency results from state assessment (98.4% vs. 98.4%)
      • AYP results by subgroup (96.8% vs. 95.0%)
      • Student results on other district administered tests (93.7% vs. 93.3%)
  • 24. Section 1: Teacher and Program Data
    • Importance vs. Availability of Data:
      • Instructional practices (100% vs. 91.9%)
      • Instructional effectiveness as measured by student growth scores (100% vs. 83.9%)
      • Professional development effectiveness (95.2% vs. 72.6%)
  • 25. Section 1: School Climate Data
    • Importance vs. Availability of Data:
      • Teacher satisfaction with school (100% vs. 95.2%)
      • Student satisfaction with school (100% vs. 96.8%)
      • School safety indicators (100% vs. 96.8%)
  • 26. Section 1: Financial Resource Data
    • Importance vs. Availability of Data:
      • Level of funding for school (100% vs. 91.9%)
      • Adequacy of funding for school (100% vs. 77.4%)
      • Availability of discretionary funds (100% vs. 75.4%)
  • 27. Section 2: Preparation vs. Frequency of Use
    • Principal Preparation:
      • Rate how prepared you were –as a first year principal- for using each of these data steps to make decisions
    • Frequency of Use:
      • Rate how frequently you use each of these data steps in your current work as principal
  • 28. Principal Preparation vs. Use: Strengths and Opportunities
    • Help teachers analyze data to understand where our achievement gaps are (90% vs. 96%)
    • Help teachers select interventions for different subgroups of students (72% vs. 96%)
    • Guide teachers’ use of student achievement data to plan effective instruction (86% vs. 94%)
  • 29. Section 3: Importance, District, and State Support
    • Importance:
      • Rate how important these questions are to you in your work as a principal
    • (District and State) Support:
      • Rate how much support you get to answer these questions which are revealed by data
  • 30. Importance Compared with Availability of District and State Support
    • Instructional strategies that need to be implemented when students are not achieving academic standards (100%, 82%, 58%)
    • Helping teachers become more effective (100%, 78%, and 46%)
    • Finding more financial resources for school (100%, 57%, and 27%)
  • 31. Section 4: Data Access & Quality Strengths and Opportunities (% Agreement)
    • Data needed are accurate and reliable (87%)
    • Data needed are available in a timely fashion (79%)
    • I have the time necessary to use data effectively (49%)
  • 32. Data Use – Strengths and Opportunities (Agreement %)
    • I have the authority to act on the needs revealed by the data (79%)
    • My preparation/certification program prepared me to deal effectively with data (68%)
    • I have the resources to act on the needs revealed by the data (63%)
  • 33. More Data Issues – Strengths and Opportunities (Agreement %)
    • I receive adequate support from my school district in using data (91%)
    • Most experienced principals are well prepared to use accountability data effectively (88%)
    • Most first-year principals are well prepared to use accountability data effectively (54%)
  • 34.
    • Effective
    • School
    • Leadership
    • Uses Data
    • About:
    • Student
    • Demographics
    • Student
    • Achievement
    • Teachers &
    • Programs
    • Climate &
    • Perception
    • Financial &
    • Human
    • Resources
    • To Answer
    • The Difficult
    • Questions
    Improved Teaching & Student Achievement Conclusion: Data Informed Decision Making in a Leadership System Standards Training Conditions Set clear expectations about what leaders should be able to do with data to improve instruction & learning Collaborate with higher education to provide quality preparation in the use of data Provide continuing PD & support to leaders in using a wide variety of data Ensure that leaders have the time, authority, and resources to make use of data Data Data Data
  • 35. How is the DID LIG Impacting the work of the State and District? Principal candidates will use real data reports in demonstrating mastery of data and to meet standards for licensure. Statewide Principal Academy piloted in four districts will include accountability data tools and their effective use as part of the program. The Education Professional Standards Board will require data-informed decision-making components in all principal preparation programs. KY JCPS Principal candidates will use real CATS data reports in demonstrating mastery of data knowledge and skills. IDEAS, Principals for Tomorrow, and Internship Program will include accountability data tools and their effective use. JCPS Human Resources will require data-informed decision-making components in all principal preparation programs. JCPS Conditions Training Standards State
  • 36. For More Information [email_address] Dr. Marco Muñoz robert.rodosky@jefferson.kyschools.us Dr. Robert Rodosky