What is Data-Driven Decision Making?

From Theory to Practice: Blending the Math Classroom and Creating a Data Culture Within Your SchoolAldeane Comito Ries Elementary SchoolAimee Brady and John Greer

E-Leadership of School PrincipalsImportant tool for effective leadershipData-based decision makingInformation flowE-communication between parents, teachers, students, and parentsTrainingResearchExtensive support

Support SystemsDistrictTechnology departmentAll staffAll studentsAll parentsRally the stakeholdersCheerleaderTransparencyThink outside the box

Feel the Love

AdministrationBlended Learning StrategistECSDigital CoachHumanities TeacherBlended Learning CommitteeTechnology TeamStudent Technology Task ForceTechnology Coordinators in the District-Anyone with KNOWLEDGE and PASSION-

Parent MeetingTransparencyLetters HomeElectronic CommunicationFamily NightsOverview of Blended LearningChoice of PresentationsFlipped ClassroomDreamBoxMoby MaxiPad AppsSmarty Ants

Blended Learning CommitteeStructureVision and Plan of ActionMultiple StakeholdersResearchINPUTMeeting StructureCore Folks of Blended Learning1:1 DevicesGrade Levels and/or Google

The FOCUS for this YearData, data, and more dataSchool wide incentivesClass websitesData bindersGoogle pilot

Pedagogical Effectiveness of the SchoolTeachers are #1Meaningful instruction is the heartbeat of school improvementDifferentiated learning for all studentsLaser focus to planningCollaborationTrainingChanges to the school cultureGoal setting

Book StudiesClassroom WalkthroughsProsLightbulbHeartCopies madeSharingTeamworkFocus on the NACS (Nevada Academic Content Standards)

Grade Level Prep Meetings

AgendaNormsNotesData is transparentPositivesAreas of ImprovementDialogueData whole schoolData grade levelData individual teacher

Individual ConferencesReview the data Starting pointNowWhy the declineWhy the lowestLesson planningAssistanceInstructional CoachTeachersObservation

School Improvement PlanExpert helpMake goals manageableMake action steps attainableBook studiesKeep it realRefer to it consistentlyGreen doing itYellow sort ofRed not at all

NEPF (Nevada Educators Performance Plan)SMART goalsStrengthsWeaknesses1:1sPre-observationObservationPost-observationInstructional and Professional ResponsibilitiesStudent input

Teacher PortfolioGoals: Student Learning and ProfessionalLesson PlansComponents of an Effective LessonDOKNewsletters / Parent lettersInterventions (RTI)Pre and Post Data: formative and summativeParent ContactPLC and PDObservations and FeedbackSuperintendents Big 6 Focus

Student Data BindersAccountability sheetsAimsweb Math FactsSight WordsEach academic areaChoiceConferenceGoal SettingLead Parent Conferences

InnovationVisionReadWritePlanSmall stepsTransparencyExpectationsMonitoringData drives instruction

Positives of Blended LearningData-based decisionsMonitor curriculum implementationLearning performanceInteracting with teachersImproving school climateTeacher retentionStudent placementRaise student and parent involvementImmediate results

What is Data-Driven Decision Making?Data-driven decision making is the process of making choices based on appropriate analysis of relevant information.

18Administrators and teachers, along with other stakeholders, use technology and professional expertise to improve instruction and operations.

Why use data to make decisions?More access to better information enables educational professionals to test their assumptions, identify needs, and measure outcomes. Administrators and teachers are using data-driven decision making to: provide more individualized instruction to students track professional development resources identify successful instructional strategies better allocate scarce resources communicate better with parents and the community.

19*In the past, decisions in schools and community colleges have been made according to tradition, instinct, and regulations. *Data, once analyzed, may be used to confirm or validate the processes used. Administrators and teachers may have already suspected that a chosen strategy or resource is the right way to go the data serves to confirm those ideas.

What data should we collect and use to make decisions?There is an abundance of information stored. Examples are:student recordsstudent datastudent assessmenthuman resourcesstudent progressspecial educationcurriculum management.

20Most districts and community colleges are data rich. There is too much information in too many places to effectively use it. The challenge we face is to integrate the disparate systems and make the information available in timely, easy-to-understand reports so that decision makers can effect student performance.

We Start with GoalsTo improve student achievement through their participation in authentic and meaningful learning experiences. To provide advanced technology learning opportunities to all students regardless of learning styles or abilities.To produce high quality curriculum in which the integration of technology provides added value to teaching and learning activities.To increase students knowledge of the curriculum and subject matter.

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Goals Lead to QuestionsWhat do you want to see happen?These are your goalsRephrase goals into questionsAchieving these goals requires a process that can be measured through a formative evaluation

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What are the major barriers to using data based decision-making? Lack of trainingInteroperabilitysystems that are unable to share or exchange data Lack of understanding of what to do with the data Absence of clear priorities on what data should be collectedFailure to collect data in a uniform mannerOutdated technology systems Low quality data inaccurate or incompleteTiming of data collectionLack of immediate feedback

23Ask the participants what other barriers they may expect to encounter.

What are the major misconceptions about effective use of data in decision making? Build it and they will use it. Teachers need to know how to analyze data and use query systems. Test scores determine the quality of a school and the students education.

24It is not enough to make data available. Administrators have to have a process in place for analyzing the information and getting it to the right decision maker at the right time with the power and resources to act on it.Teachers want to teach not crunch numbers. Administrators that have successfully implemented DDDM in the classroom provide teachers with on-site support, timely reports, analytic tools (software), and planning teams.Many factors contribute to the success or failure of a student. Emphasis on test scores can give stakeholders the wrong impression about a school. It is up to administrators to frame the discussion so that parents and community members understand how well schools are doing and what they need to do to improve.

What is necessary for the systematic use of data for decision making?

Collection, integration and dissemination of dataAnalysis and reporting of data Process and procedures for acting on the dataReviewAnalysisPlanning

25Data-driven decision making can be divided into three major areas.Once the system is in place, a process is developed for review, analysis, and planning.

Schools need both organizational and individual capacity for improvement:LeadershipProfessional development.Administrators need training with the opportunity to apply skills learned using their own institutional data.Dialogue with peers keeps the process going.School-based training for faculty and staff is necessary.Instructors need training in different instructional strategies to apply when the data shows that traditional methods are not working.

What types of skills are needed to implement systemic data processes?

26Perhaps the most important part of data-driven decision making is enabling decision makers to use it. All the expensive assessment software packages and colorful reports will have no effect unless they are combined with leadership and effective professional development. Administrators need training in continuous improvement processes. The opportunity to share ideas with peers to learn how to ask the right questions is also critical. Faculty and staff members must be trained in how to read data and apply it to their goals and objectives.

Who are the key decision makers at the school site who should be involved in the data-driven decision making process?

Administrators are the change agents at the school site. Administrators model data use and encourage it by sharing the benefits and successes. Site-based specialists or support teams assist administrators and teachers with data mining and analysis.

27Without the commitment from administration, it will be difficult for data to become an integral part of instruction.Administrators help teachers become data-drive decision makers by scheduling time for teams to meet, plan, train, and conduct evaluation.Specialist and support teams may have special expertise or training necessary to query the data systems and produce reports needed to inform decisions.

Student InvolvementIn addition to using data for determininginstruction, teachers can engage students inthe decision making process by helpingthem: view appropriate reports; set learning goals; make decisions about how to meet their goals.

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Where do we begin?The process:Develop a leadership teamCollect various types of dataAnalyze data patternsGenerate hypothesesDevelop goal-setting guidelinesDesign specific strategiesDefine evaluation criteriaMake the commitment

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Examples of data and technology integration- Turning your room into a virtual space (dual layer classroom)- Programs and application data utilized to drive instruction.-Virtual Behavior management systems- Google classrooms- Flipped classroom model- Formative and summative testing with immediate feedback

Classcraft

DreamBox

Sumdog

Google Classroom

QuestionsContact Aimee Brady or John GreerAldeane Comito Ries ES(702)799-1240

DreamBox Learning K-8 MathAvailable in English & SpanishIntelligent Adaptive Learning EngineMillions of personalized learning pathsTailored to a students unique needs

Motivating Learning EnvironmentsStudent Directed, EmpoweringLeverages Gaming ProtocolsRigorous Mathematics CurriculumReporting Aligned to CCSS, Texas TEKS, Virginia SOL, Canada WNCP, & Canada Ontario Curriculum ReportsStandards for Mathematical Practice

DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements

1) Rigorous K-8 Mathematics DreamBox uses virtual manipulatives that enable students to build conceptual understanding and procedural fluency. Provided standards-based reporting.

2) Motivating Learning Environments that are age-appropriate and motives learners to persist and progress.

3) Powerful Intelligent Adaptive Learning engine providing millions of personalized, student-driven learning pathseach onetailored to a students unique needs.

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DreamBox Lessons & Virtual ManipulativesIntelligently adapt & individualize to:Students own intuitive strategiesKinds of mistakesEfficiency of strategyScaffolding neededResponse time

NEW Insight Dashboards

We have invested heavily in ensuring you, your fellow administrators, and your teachers have access to data that is meaningful and actionable. This fall, our new educator experience will become available. New dashboards will provide at-a-glace insights into student proficiency and program usage helping educators determine what action is needed to have an even greater impact on student learning

All dashboards present data intuitively, so you and your teachers can access the information you need, when you need it. Helps educators know when to stay the course and when to pivot instructionAllows teachers to facilitate more meaningful conversations.

(Left) Teachers can dive deeper into specific information about how their class is performing against the standards. Here they can see which students have mastered the standard, which have not, and which have not attempted it. This data is based on continuous formative assessment.

A teacher might use this report is in lesson planning - they can look at this report to gain insight into where each student is and then take action by creating learning groups or pulling a student aside for more 1:1 instruction.

(Right)The activity feed allows teachers to see what students are working on. They can click into the demo lessons so they can experience the instruction - just like the student. Many teachers use this to expand their understanding of the math concept and develop new teaching strategies to support student learning.

Seeing is believing!www.dreambox.com/request-a-demo

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We value your feedback, compliments, suggestions, and complaints!Let us know how were doing:https://www.surveymonkey.com/r/6BJZKHR

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