NECC 3D

NECC 07 D ata- D riven D ecision Making In the Leadership Role Chris O’Neal www.edleadersonline.org

Session Flow

3D Components & Key Concepts

Professional Development Activities

Strategies for Initiating & Leading 3D

Outcomes

A better understanding of key data-driven decision making concepts;

A reflection on time management practices and alignment of efforts;

Strategies and “lessons learned” for beginning data-driven decision making efforts in your own school or district

Underlying Conditions

Data-driven schools and districts are “healthy” beyond AYP;

Healthy schools and districts will examine themselves as a whole, then examine their parts beyond what mandates require.

Underlying Conditions

Healthy schools and districts want evidence of effort - they ask and frequently check up on initiatives to see that they are carried out true to form

Underlying Theme

The ultimate reason we collect and act on data is because we truly want none of our students to be left behind

We want teachers to be able to develop instructional strategies, and deliver them based on the clearest need and most solid evidence

A Given

Finally, healthy schools have “gotten over” their resistance to or fear of technology - no more room for “holdouts”

The World Economic Forum noted that “…Not all companies that experimented with new organizational structure have flourished, but all companies that failed to experiment have floundered .”

Beginning 3D Efforts

Mode of Operation:

Confidentiality

Openness, Willingness, Trust

Relaxed Atmosphere

Professional Courtesy

We’re only as strong as…

Key D3 Components

A successful D3 process includes:

Good baseline data;

Measurable instructional goals;

Frequent formative assessments;

Thoughtful use of summative data;

Professional Learning Communities;

Time Management;

Focused Instructional Interventions at all levels

Adapted from Scott McLeod’s Data Competencies

Data Leader Role

Defines available data, clarifies data needs, ensures access to data, analyzes data;

Develops long-range and short-range goals/actions based on legitimate needs;

Meets regularly with staff at all levels to discuss frequent data sets;

Makes necessary, sometimes tough, changes in policy, staffing, programs, etc. to ensure focus on needs and alignment of efforts.

Data Sources

Leading data requires us to look at multiple sources other than AYP Summative Data

Back of handout - jot down your current sources of data

How would you categorize

them?

Data Sources

Test Score Data

Survey Data

Programs and Processes

Financial

Attitudinal and Perceptions Data

Data Sources

Data-related professional development must include:

Understanding data printouts/reports

Uncovering and understanding patterns

Research and models of practice for specific student populations/content areas

Time Management

Most critical issue for educators?

Do we have a true handle on time efficiency?

Do teachers have adequate and efficient planning time schedules?

Mother Theresa only had 24 hours in her day, too but you never heard her complain about lack of time…!?

Nonetheless…

Finding Time

Technology Productivity

Taught ‘how to’ and ‘intermediate’ - how about time saving tips? Templates? Monitored how your users use technology?

New tools for organization? Group calendars?

Digital organization?

Lots of Web 2.0 tools that are incredibly helpful time savers

Time Management Survey

Conduct a “time audit” in every school

Same process for a central office

Use an online tool to measure how efficient your users are with technology

ProfilerPro - www.profilerpro.com

Let’s take a sample one now… handout

If you don’t have a handout, the next few slides are what’s printed on the handout!

Administrators use technology productivity tools effectively;

Teachers use these tools effectively;

Users are well-versed in time saving technology utilities

Admin/Clerical staff use technology effectively for admin/clerical tasks

Staff is moving towards digital organization - group calendaring, online collaboration (Google Docs, etc.)

Teachers are delegating technology tasks to students

Teachers, Time, & Technology

See Time Handout - backside

Teachers’ time and technology

All-student first-level tech support

Teacher competency requirements in addition to integration expectations

Teacher Competencies 2.0

Technology

Integration competencies first

Data use - can use the student information system

Can use online collaboration tools

Can use a collaborative calendar

Can use a “digital locker” or “digital dropbox”

Tap into the MySpace Mind

Lessons Learned

Strategies presented next are lessons learned regarding the successful integration of 3D into the system

My New Mantra

Tough love aka “These People Need to Get Over Themselves”

Comments no longer allowed:

Our kinds of kids just aren’t ever going to perform at the same level as ___

There isn’t enough time to incorporate a new data initiative

All this data stuff doesn’t really apply to me because my test scores are just fine

I have too much stuff to cover to use technology

General

Buy In - all players are part of initial planning conversations, discussions of key concepts, painting of the big picture

Commitment - all players are brought on board, not one single department can be left out - voluntarily or involuntarily, regular “checkpoints” are in place to ensure ongoing commitment

General

Initial professional development sessions, informational overviews, etc. must be attended by the leadership staff - all of them

8:00 - 3:00 sessions have built in cell and lunch breaks. If it’s not break time, it ain’t cell time - so turn it off, pay attention, you’re helping me lead this school/district

Alignment

All players in the school/district take part in data professional development, technology, school improvement, etc.

All professional development uses district/school data as the key ingredient - no more workshops/initiatives just because we saw a slick brochure or cool demo of __ reading program or __ science equipment, etc.

Alignment

Directions, funding decisions, policy, etc. all take data into account

Finance directors, purchasing departments, etc. must be data savvy to be able to help ensure financial alignment as well

Quality Data

Data is analyzed frequently by those who are data-savvy

Data savviness ≠ “can do cool Excel things”

Those who are not data-savvy must be, at the very least, data-literate

Quality Data

Data is accurate, reliable, and valid;

Data is easily accessible by trained staff members;

Data is easily managed;

Data is digitally organized and protected.

Quality Data

Data users at all levels must be very careful not to make incorrect assumptions when looking at data;

Data users at all levels must be careful not to make decisions based on assumptions;

Scenario - Student Satisfaction Survey (Attitudinal/Perceptions Data)

Quality Data - Root Causes

The School Improvement Mechanic Model aka “What’s that Noise?”

My car is making a weird noise…

What is that noise?

What does it sound like?

Where is it coming from?

When did you start hearing it?

Does the noise happen all the time?

Strategies

Commitment to Data Alignment

Superintendent, Central Office, Data Managers, Technology Coordinators, Principals, Teachers, Auxiliary Staff are all well-versed in the mission and underlying goals of the school/district

Additional Resources