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Decision Making for Results. Part One: Objectives. Develop a deeper understanding of the Decision Making for Results: Data-Driven Decision Making process Increase awareness of the relevance of data and its impact on leadership, teaching, and learning

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part one objectives
Part One: Objectives
  • Develop a deeper understanding of the Decision Making for Results: Data-Driven Decision Making process
  • Increase awareness of the relevance of data and its impact on leadership, teaching, and learning
  • Reinforce the importance of collecting both cause and effect data

Apply the Decision Making for Results: Data-Driven Decision Making process to monitor leadership, teaching, and learning

Implement the Decision Making for Results: Data-Driven Decision Making process to monitor school improvement

principles of decision making for results
Principles ofDecision Making For Results




seminar overview
Seminar Overview
  • Introduction
  • Building the foundation
  • Process and application
  • Action planning
becoming data driven
Becoming Data Driven

How are you currently embracing a data-driven decision making process that leads to results?

results driven schools
Results-Driven Schools
  • Where is the proof?
    • 90/90/90 Schools, Reeves 2003
    • Education Trust, 2002
    • NCREL, 2000
    • Consortium for Policy Research in Education, 2000
    • EdSource, 2005
    • Northern Illinois University Center for Governmental Studies, 2004

“The value of the data emerges only when analysis provides insights that direct decisions for students.”

S. White, 2005

part two building the foundation
Part TwoBuilding the Foundation
  • Cause data and effect data
  • Continuous improvement cycle
  • Principles and processes of Decision Making for Results: Data-Driven Decision Making
“Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices.”

Reeves, 2006

definitions and examples
Effect data: Outcomes or results

Cause data: Professional practices that create specific effects or results

Definitions and Examples
the process for results
The Process for Results



Analyze to







Monitor &

Evaluate Results






“Data-driven decision making begins by asking fundamental questions.”

Doug Reeves

  • What questions do you have about teaching and learning in your school?
  • What data sources are you using to gather the specific information?
step 1 conduct a treasure hunt
Step 1: Conduct a Treasure Hunt
  • Why? To gather and organize data in order to gain insights about teaching and learning practices
  • Considerations
    • Measures of data
    • Disaggregation
    • Triangulation
    • Reflection
measures of data
Measures of Data
  • Student learning
  • Demographics
  • Perceptions
  • School processes – Behaviors within our control: instructional and leadership strategies, programs and resources, and organization
  • To separate something into its component parts, or break apart
  • “Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.”

Victoria Bernhardt, Data Analysis, 1998

Think, pair, share:

What data do you disaggregate, and how do you use the information?

triangulation a look at learning
TriangulationA Look at Learning


Running Records


case study
Case Study
  • Read case study
  • Part 1: How did they categorize the different data sets and record their observations?
  • Part 2: What did they discover?
conduct a treasure hunt application
Conduct a Treasure Hunt Application
  • Review inquiry questions
  • Conduct a “Treasure Hunt”
  • Organize data on templates
  • Use rubric to monitor and evaluate your work
can you identify with this
Can You Identify with This?

“It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.”

White, 2005

step 2 analyze data to prioritize needs
Step 2Analyze Data to Prioritize Needs

Data Analysis at Northside Middle School

analyze data to prioritize needs
Analyze Data to Prioritize Needs
  • Why? To identify causes for celebration and to identify areas of concern
  • Considerations
    • Strengths
    • Needs
    • Behavior
    • Rationale
quality prioritization
Quality Prioritization
  • Why? To take immediate action on the most urgent needs
  • Quality prioritization requires a thorough understanding of:
    • Student population
    • Curriculum and Power/Priority Standards (leverage, readiness)
    • Antecedents affecting student achievement
    • Quality of program implementation

White, 2005

case study1
Case Study
  • Review case study
  • What insights did you gain after reading analysis of student performance?
  • Make a recommendation: What is the most urgent need?
review analyze and prioritize application
Review, Analyze, and Prioritize Application
  • Review data from Step 1
  • Conduct analysis using the guiding questions
  • Prioritize urgent needs using the suggested criteria
  • Record your work on the templates
  • Use rubric to monitor and evaluate your work
step 3 establish smart goals
Step 3Establish SMART Goals
  • Why? To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process
  • Specific, Measurable, Achievable, Relevant, Timely
establish your smart goals application
Establish Your SMART Goals Application
  • Review prioritized needs
  • Review Treasure Hunt baseline data
  • Apply SMART goal formula, use templates
  • Use rubric to monitor and evaluate your work
goals application
Goals – Application
  • Review prioritized needs
  • Review Treasure Hunt baseline data
  • Apply SMART goal formula; use templates to record your work
  • Use rubric to monitor and evaluate your work
share your findings with colleagues
Share Your Findings with Colleagues
  • Meet in the middle of the room
  • Be prepared to share your findings from Steps 1-3
  • Highlight one celebration from a colleague
step 4 select specific strategies
Step 4Select Specific Strategies

Let’s watch Lake Taylor High School as they discuss strategies.

select specific strategies
Select Specific Strategies
  • Why?
    • Adult actions will impact student achievement
  • Strategies are –
    • Action-oriented
    • Measurable/accountable
    • Specific
    • Research-based
  • Considerations: Instructional, organizational, leadership, programmatic
research based strategies
Research-Based Strategies
  • Reeves, D.B. (2003). 90/90/90 schools. Retrieved from
  • Reeves, D.B. (2006). Ten things high schools can do right now to improve student achievement.
  • Learning 24/7 Observation Study (2005).What’s happening in schools? Or not?
additional evidence in support of research based strategies
Additional Evidence in Support of Research-Based Strategies
  • Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice. Portsmouth, NH: Heinemann.
  • Marzano, R. (2007). The art & science of teaching. Alexandria, VA: ASCD.
  • Barr, R., & Parrett, W.H. (2007). The kids left behind. Bloomington, IN: Solution Tree.
  • Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria, VA: ASCD.
let s do it
Let’s Do It!

Guided Practice

case study2
Case Study
  • Revisit case study analysis
  • What types of strategies (instructional, organizational, leadership, programmatic) did they select?
  • How will the strategies help students overcome the obstacles?
select your specific strategies
Select Your Specific Strategies
  • Revisit your prioritized needs
  • Research the best possible strategies to meet the learner needs
  • Group by type of strategy: Instructional, organizational, programmatic, and leadership
  • Use rubric to monitor and evaluate your work
step 5 determine results indicators
Step 5Determine Results Indicators

Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies

results indicators
Results Indicators
  • Considerations
    • Serve as an interim measurement
    • Used to determine effective implementation of a strategy
    • Used to determine if strategy is having the desired impact
    • Help to determine midcourse corrections
case study3
Case Study
  • Review case study
  • How will their results indicators serve as an interim measurement?
  • How clearly will the results indicators help to monitor implementation and impact?
results indicator application
Results Indicator Application
  • Revisit strategies (Step 4)
  • Develop results indicators
  • Use rubric to monitor and evaluate your work
“Improvement cycles require leadership follow-up and relentless efforts to maintain the focus on data if decisions are truly going to be driven by informed data.”

White, 2005

step 6 monitor and evaluate results
Step 6Monitor and Evaluate Results

Why? To engage in a continuous improvement cycle that –

  • Identifies midcourse corrections where needed
  • Adjusts strategies to assure fidelity of implementation
case study4
Case Study
  • Review the case study
  • How did they monitor strategies?
  • Was there any evidence of midcourse corrections?
develop your monitoring plan
Develop Your Monitoring Plan
  • Review your work from developing questions to determining results indicators then determine how you will monitor the strategies. When you create your monitoring plan consider:
    • Teacher or administrator teams
    • Monitoring cycles
    • Goals
    • Strategies
    • Impact on student and adult behavior
    • Ability to make midcourse corrections
educators matter
Educators Matter

“Many people live their lives aspiring to make a difference and lead a life that matters. There need be no such uncertainty in the life of an educator or school leader. Every decision we make, from daily interactions with students to the most consequential policies at every level of government, will influence leadership and learning…


… After all these words, statistical analyses, and graphs,…

What we do matters.”

Reeves, 2006

questions and discussion
Questions and Discussion

Your ideas and reflections are important to us. Please take time to complete the short evaluation form that we reviewed at the beginning of this seminar.

The Leadership and Learning Center