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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. Presentation Overview. Wallace Foundation Leadership Interest Groups (LIG) Data-Driven Decision Making

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data informed decision making

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

presentation overview
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.
legislative pressures
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.
survey domains
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
district and state support when using data
District and State Supportwhen 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.”

i would like more support in understanding what to do with teacher effectiveness and program data
I would like more support in understanding what to do with teacher effectiveness and program data
slide14

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.

how prepared were first year principals to use these steps in the continuous improvement process
How prepared were first-year Principals to use these steps in the Continuous Improvement Process?
slide16

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.

i can communicate data effectively in political professional and community settings
I can communicate data effectively in Political, Professional, and Community Settings
jcps study

JCPS Study

Elementary, Middle, and High School Principals

jcps survey procedures
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
section 1 demographic data
Section 1: Demographic Data
  • Importance vs. Availability of Data:
    • Race (100% vs. 100%)
    • Absentee rates (100% vs. 100%)
    • ECE information (100% vs. 95.4%)
section 1 student achievement data
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%)
section 1 teacher and program data
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%)
section 1 school climate data
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%)
section 1 financial resource data
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%)
section 2 preparation vs frequency of use
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
principal preparation vs use strengths and opportunities
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%)
section 3 importance district and state support
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
importance compared with availability of district and state support
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%)
section 4 data access quality strengths and opportunities agreement
Section 4: Data Access & QualityStrengths 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%)
data use strengths and opportunities agreement
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%)
more data issues strengths and opportunities agreement
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%)
slide34

Conclusion:

Data Informed Decision Making in a Leadership System

  • 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

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