Failure is NOT an Option<br />Using Data to Guide Decision Making and Continuous Improvement<br />
Six Principles<br />Common mission, vision,<br /> values, and goals <br />Building sustainable leadership capacity<br />Sy...
Collecting and using DATA(3 Important Questions)<br />What data should be collected?<br />Academic Outcomes, Correlates to...
Unit tests and Exams
Course Analysis
Graduation rates
Engagement levels of students in extracurricular activities
Attendance numbers
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Failure Is N O T An Option D A T A

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  • A SMART Goal is specific, measurable, attainable, realistic, and timely.
  • Failure Is N O T An Option D A T A

    1. 1. Failure is NOT an Option<br />Using Data to Guide Decision Making and Continuous Improvement<br />
    2. 2. Six Principles<br />Common mission, vision,<br /> values, and goals <br />Building sustainable leadership capacity<br />Systems<br />for prevention and intervention<br />Collaborative teaming for teaching and learning<br />Active engagement from family and community<br />DATA<br />
    3. 3. Collecting and using DATA(3 Important Questions)<br />What data should be collected?<br />Academic Outcomes, Correlates to Student Achievement, and Specific Targeted Areas<br /><ul><li>Test scores (disaggregate the data) – subgroups and track data to access their progress
    4. 4. Unit tests and Exams
    5. 5. Course Analysis
    6. 6. Graduation rates
    7. 7. Engagement levels of students in extracurricular activities
    8. 8. Attendance numbers
    9. 9. Discipline Actions
    10. 10. Demographics
    11. 11. Observations
    12. 12. Survey from teachers and parents</li></li></ul><li>Collecting and using DATA(3 Important Questions)<br />How should DATA be used?<br />Information from achievement data is ideally the foundation of constructive, collective decisions regarding issues such as goals, curricular content, unit plans, programs or policies, and planning for prevention and intervention systems.<br /><ul><li>Put the data in front of the teachers (grade-level meetings)
    13. 13. What criteria will be used to determine proficiency?
    14. 14. Does this piece of work show proficiency?
    15. 15. What are students doing particularly well?
    16. 16. What are the areas for growth?
    17. 17. What should be done to assure this growth?</li></ul>*Teachers may require training and encouragement<br />*Teachers can change curriculum, instruction, or assessment<br />*Data is not intended to blame teachers for performance.<br />
    18. 18. Collecting and using DATA(3 Important Questions)<br />Who should be involved?<br />To be most effective, the use of data is best determined at least in part by those responsible for learning.<br /><ul><li>Teachers should be involved in determining which data most closely measure the current level of achievement and which data will be used to gauge and monitor improvement.
    19. 19. Math Coaches
    20. 20. Reading Coaches
    21. 21. Administrators
    22. 22. Instructional Support Teachers</li></li></ul><li>DATA QualityA school’s ability to make improvement plans is directly tied to the quality of its data.<br /><ul><li>Multisourced(variety of sources, include demographic and socioeconomic information, absentee rates, dropout rates, anecdotal records, suspensions, disciplinary actions, report card grades, and test scores)
    23. 23. Relevant (relevant to the school’s goal, use SMART goals, and reveal problem areas)
    24. 24. Timely
    25. 25. Consistent Over Time (Comparison of results from several years)
    26. 26. Disaggregated</li></li></ul><li>Guidelines for using DATA<br /><ul><li>Drive Decisions and Set Goals
    27. 27. Target Interventions
    28. 28. Prescribe Interventions
    29. 29. Using Data Regularly in Collaborative Teams
    30. 30. Support Change Initiatives
    31. 31. Guide Continuous Improvement and Redefine Success
    32. 32. Monitor Progress
    33. 33. Guide Professional Development</li></li></ul><li>So…what should it look like?<br />7. Revise targeted skill area or implement revised strategy.<br />Set a SMART Goal<br /><ul><li>Target specific areas
    34. 34. Identify assessments
    35. 35. Determine how you will compile the data for your team</li></ul>6. Refine your instructional strategy. <br />PLAN<br />ACT<br /> DO<br />STUDY<br />5. Study assessment results to determine what did/did not work.<br />2. Select an instructional strategy/best practice to improve your classroom.<br />4. Use identified assessments to show the level of student improvement in skill/capability.<br />3. Implement that/those strategy/strategies.<br />

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