Failure Is N O T An Option D A T A
- 1. Failure is NOT an OptionUsing Data to Guide Decision Making and Continuous Improvement
- 2. Six PrinciplesCommon mission, vision, values, and goals Building sustainable leadership capacitySystemsfor prevention and interventionCollaborative teaming for teaching and learningActive engagement from family and communityDATA
- 3. Collecting and using DATA(3 Important Questions)What data should be collected?Academic Outcomes, Correlates to Student Achievement, and Specific Targeted AreasTest scores (disaggregate the data) – subgroups and track data to access their progress
- 4. Unit tests and Exams
- 7. Engagement levels of students in extracurricular activities
- 10. Demographics
- 11. Observations
- 12. Survey from teachers and parentsCollecting and using DATA(3 Important Questions)How should DATA be used?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.Put the data in front of the teachers (grade-level meetings)
- 13. What criteria will be used to determine proficiency?
- 14. Does this piece of work show proficiency?
- 15. What are students doing particularly well?
- 16. What are the areas for growth?
- 17. What should be done to assure this growth?*Teachers may require training and encouragement*Teachers can change curriculum, instruction, or assessment*Data is not intended to blame teachers for performance.
- 18. Collecting and using DATA(3 Important Questions)Who should be involved?To be most effective, the use of data is best determined at least in part by those responsible for learning.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. Math Coaches
- 20. Reading Coaches
- 21. Administrators
- 22. Instructional Support TeachersDATA QualityA school’s ability to make improvement plans is directly tied to the quality of its data.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. Relevant (relevant to the school’s goal, use SMART goals, and reveal problem areas)
- 24. Timely
- 25. Consistent Over Time (Comparison of results from several years)
- 26. DisaggregatedGuidelines for using DATADrive Decisions and Set Goals
- 29. Using Data Regularly in Collaborative Teams
- 31. Guide Continuous Improvement and Redefine Success
- 32. Monitor Progress
- 33. Guide Professional DevelopmentSo…what should it look like?7. Revise targeted skill area or implement revised strategy.Set a SMART GoalTarget specific areas
- 35. Determine how you will compile the data for your team6. Refine your instructional strategy. PLANACT DOSTUDY5. Study assessment results to determine what did/did not work.2. Select an instructional strategy/best practice to improve your classroom.4. Use identified assessments to show the level of student improvement in skill/capability.3. Implement that/those strategy/strategies.
Editor's Notes
- #9: A SMART Goal is specific, measurable, attainable, realistic, and timely.