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Data-Informed Decision Making

Data-Informed Decision Making. Glendale Elementary School District Professional Development August 15, 2012. Purpose. To ensure best first instruction of the Common Core using student achievement data to differentiate for each child. Districtwide PD Calendar.

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Data-Informed Decision Making

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  1. Data-Informed Decision Making Glendale Elementary School District Professional Development August 15, 2012

  2. Purpose To ensure best first instruction of the Common Core using student achievement data to differentiate for each child.

  3. Districtwide PD Calendar • August: Data-Informed Decision Making with the Common Core in Mind • September: PLC Training Meet the Common Core • October: Benchmark Data Analysis and Interventions/Extensions • November: Creating Common Formative Assessments • December: Benchmark Data Analysis and Interventions/Extensions • January: PLC Training to Meet the Common Core • February: Benchmark Data Analysis and Interventions/Extensions • March: Questioning Strategies to Increase Levels of Rigor • April: AIMS/Stanford 10 • May: Student Discourse to Increase Depths of Knowledge

  4. Agenda and Objectives Agenda • PD session overview • What is data? • The Data-Informed Decision Making Process • Refection/Feedback Objectives • Identify types of data that may be collected • Categorize types of data • Illustrate the DIDM Process • Analyze data and identify trends • Formulate an action plan

  5. How this PD aligns with: Teacher Evaluation document • Facilitation: End of Lesson Assessment, Feedback, Assessment (TAP) • Planning: End of Lesson Assessment Administrator ISLLC Standards • Teaching and Learning: Assessment and Accountability

  6. “ When it comes to student learning, no one test, not even a good one, can possibly give us a full picture of what students understand and can do in relation to national or local standards and curricula.” Nancy Love Uses and Abuses of Data

  7. What is Data? Basic information used in the research process.

  8. Types of Data Basically, there are four types of data: • Outcome: evidence of student learning, tests (formative, summative), etc. • Demographic: information about students, parents, staff, etc. • Program: Information about the school programs, processes, districtwideimplementations, etc. • Perception: Feedback on attitudes, beliefs, interests, etc.

  9. The Importance of Data • Provides the focus to make good decisions • Allows us to work effectively • Improves school processes • Measures impact of strategies implemented • Remember: • All those numbers are children

  10. Data and School Improvement • Effective schools frequently monitor progress • Schools need to be results focused and data driven • School Leadership Teams need accurate data on what is happening at the school to make decisions • Schools must have a systematic way of collecting, organizing, analyzing, and using data • All staff must be collectors and interpreters of data

  11. Sequence the following steps in the Data-Informed Decision Marking Process: • Analyze data • Create an action plan • Collect and organize data • Implement the action plan • Ask “What are we looking for?” • Interpret the data • Consider a variety of data sources • Reflect on the process

  12. Data-Informed Decision Making Process Ask “What are we looking for?” Reflect on the process Consider a variety of data sources Implement the action plan Collect and organize the data Analyze the data Create an action plan Interpret the data

  13. Data Analysis • Data reveals strengths and weaknesses • Data reveals where we need to do better • Data reveals where to make changes • Data almost always point to action • Data is the enemy of comfortable routines

  14. Data Analysis • Given the data on your table: • Write down non-judgmental comments/observations regarding the data • Do not interpret the data • Use only “I see…” statements

  15. Data Interpretation • Go back to the list of observations and interpret the data. Why might each observation occur?

  16. The key… The key to improving student achievement is correctly identifying the needs and then making decisions to meet those needs.

  17. Formulate an Action Plan • Think about creating SMART goals: • Specific • Measurable • Attainable • Realistic • Timely

  18. Non-Examples and Examples of SMART Goals • All 4th grade students will pass AIMS with an “exceeds” label. • All 7th and 8th grade teachers will teach writing. • An increase of 50% of 4th grade students will reach the “meets” designation on the 3rd Math benchmark through a structured RTI process. • 100% of 7th and 8th grade Social Studies and Science teachers will incorporate writing in their content area five times per instructional period.

  19. Once the SMART goal is created • Task Analyze the steps to obtain your goal.

  20. Implement the Plan and Reflect “True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.” Winston Churchill

  21. What does this have to do with me?

  22. Informal Assessment • Fill in the blanks of this Data-Informed Decision Making Process:

  23. Reflection/Feedback Please take a moment to fill out the Reflection/Feedback form.

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