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Data Driven Decision-Making: Cross-level investigation

Data Driven Decision-Making: Cross-level investigation. Amy Ford Fritz Geissler Phyllis Harris Christian Nolde. Process for action-research:. Information collected across four levels: Central Office High School Middle School Elementary School Information collected cross three areas:

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Data Driven Decision-Making: Cross-level investigation

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  1. Data Driven Decision-Making:Cross-level investigation Amy Ford Fritz Geissler Phyllis Harris Christian Nolde

  2. Process for action-research: • Information collected across four levels: • Central Office • High School • Middle School • Elementary School • Information collected cross three areas: • School counseling • Department leader • Administration

  3. Four types of data in question: • Demographics • Perceptions • Student learning • School process • *is this present in practice?*

  4. Central Office Present in practice: Room for growth: • Demographics data consistently used across areas but not at teacher level. • Perceptions data used at school and division level but not at lead level. • Student learning data for the purposed of funding should be more thoroughly explained to stakeholders; more training needed. • Some data pulled in isolation & not used across areas for full programming benefit • Demographics data pulled across all areas • Perceptions data not consistently used across levels • Student learning data used across areas for a variety of purposes; all areas reported use of information for funding of programs • School process data use was inconsistent • At director level role was as a data source, not interpreter or for implementation

  5. High School Present in practice: Room for growth: • Demographic data not mentioned often across all levels as a frequently cited source. • CO disaggregates data taking a lot of this work away from school staff. • Combining other data sources with perception data to produce a deeper level of analysis. • Demographic Data: • Used to identify subgroups in closing Achievement Gap and in perception surveys. • Attendance, health, and contact information are collected multiple times throughout the year. • Perception Data: • Major driver of CSIP as consistent trends have emerged for improvement. • Taken yearly from school staff, parents, and students.

  6. High School Present in practice Room for growth • Teachers do not receive access to all learning data, though this is starting changing with school’s CARR giving more in depth explanations to core subject areas. • Ability to get as much information on student learning as needed from CO. • Specific measures of classroom data could be more exactly and frequently measured across all classrooms. • Student learning data: • Used across all levels consistently in multiple ways- line analysis of test responses, program development and retention of program, curriculum driver, CSIP. • SOL, AP, SAT, Exams, & Discipline (main) • School Processes: • Consistently used across all levels. • Teaching strategies, counseling programs, and CSIP results are measured. • Combined often with other data sources, usually student learning.

  7. Middle School Present in practice: Room for growth: • Demographic data is consistently used. • Used largely by counseling and administration. Not used or evaluated by leads. • Demographic data: • Compiled and used in relation to student learning data: • Attendance • Subgroups • Funding • Perception data: • Within School: • Surveys (counseling) • Individual meetings with teachers • Outside of school: • Online surveys (infrequently used)

  8. Middle School Present in practice: Room for growth: • Used by administration, counseling, and leads. Could improve in used of data to evaluate decisions to monitor progress and inform future practice (in connection with School Processes) • Could be used more in overall functioning of the school. Many processes are set and maintained over the course of the year. Could revisit more frequently. • Student Learning: • Used to determine resource distribution, remediation/tutoring, instruction, and class groupings • NWEA, SOL, Common Assessments, D/F report, Pre and post tests • School Processes • Effectiveness of counseling curriculum • Dress code and tardy information • Lunch seating (joint decision with students) • Administrators used data across all 4 types as did school counseling. Leads typically focused on student learning data to inform instruction and remediation.

  9. Elementary School Room for growth: Present in practice:

  10. Reasons for analyzing school data Funding, state reporting, program development and teacher/student growth consistent across all levels and all areas.

  11. Leadership styles noted:

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