The document discusses improving school improvement processes through better use of decision support systems. It presents two models - an information seeking model and a decision making model - that can help administrators craft improvement processes. Sensemaking is identified as important as decision making. Needs assessment and data collection skills are areas that need strengthening. Rubric-based surveys could help educate schools and provide feedback on data acquisition, management, analysis and application capacities. The document provides examples of rubrics and recommendations for improving data access and use at both district and school levels.

1. Making Decision Support Systems
Useful in the Classroom:
Designing a Needs Assessment Process
Christopher A. Thorn
Wisconsin Center for Education Research
University of Wisconsin-Madison

2. The School Improvement Planning
Process and local decision support
• Much of our work has been working with
district technology and research staff as
well as with schools on SIP projects.
• School Improvement Plans have been the
justification for our efforts, but rarely seem
to play an important role in improvement.
• Is it possible to get inside the improvement
process and see why this is failing?

3. Human Information Seeking Model:
How the search application process works
Experience
Streams of
Uncertainty
Stress
Cognitive Problem
gaps Dimensions
Suppress, avoid problem
No Information seeking
Information Needs
Perception of gap in state of
knowledge, ability to make sense
Motivation Avoidance
Interest Maintenance
Source Source Cognitive Norms,
Quality Accessibility Styles Rules
Incidental Selected Understanding,
Information Seeking Information Use
Information Information Action

4. Sense making, knowledge
creation, and decision making
Signals from the
environment
Beliefs
Interpretations Enactments
Sensemaking
Sh n d p
Sh
an d M
are urp
are
a
d
d M os
pu eanin
rpo
ea e
se s
nin
gs
g
Cultural
Knowledge Premises
Explicit Tacit
Knowledge Knowledge Rules Routines
External New Capabilities Goal-directed
Knowledge Creating Decision Making
Knowledge and Innovations Adaptive Behavior

5. Supporting information model and
decision making model
• Understanding these two models can help
district and state administrators craft better
school improvement planning processes
• Recognize that the various roles of
administrators differ and that sensemaking
is at least as important as decision making
• Support professional development efforts
that encourage building of analytical skills
and local data collection efforts

6. What steps can one take to improve
the school improvement process?
• Data at finer levels of temporal resolution
are key to understanding and addressing
instructional problems. Local
documentation of practice may help.
• Needs assessment is a skill that seems to
be lacking in most educational training.
Rubric-type surveys could serve to
education and provide feedback

7. Transana
• A tool for…
– Transcription,
– Fine-grained analysis,
– Management of large video datasets
• Allows researchers to…
– View,
– Code,
– Organize in an intuitive graphical environment
January 2, 2013

8. Transana User Interface
January 2, 2013

9. Representation Challenges
January 2, 2013

10. Capacity Assessment Tools
Acquisition Management Analysis Application
Technological
Organizational
Analytical

11. Using rubrics to guide the process
The school acquires both district (attendance, test
score, etc.) and local data by downloading data from a
district information system, buying it from a test
vendor, or by collecting the data internally.
1. The school can access neither district or local data
2. The school can successfully access district
data, but often has to hand key in data from written
reports.
3. The school can access district and local data
electronically, but data aggregated.
4. The school is very successful at attaining individual
student data (both local and district sources) in
electronic format.

12. Improvements to data access
and manipulation
• District Level • School Level
– Program identifiers for – Ongoing dialogue
tracking program about what constitutes
impact across schools relevant evidence
– Embedding historical about student
models into centrally- performance towards
held information larger goals
– Providing ongoing – Strategic collection of
training for teachers classroom-level data
and administrators on that supports core
data collection and goals, not data for
analysis data’s sake

13. For more information
Chris Thorn
cthorn@wcer.wisc.edu
http://facstaff.wcer.wisc.edu/cthorn
Wisconsin Center for Education Research
Center for the Study of Systemic Reform