Data-Based Decision Making free essay sample

The findings have further demonstrated that most states are hesitant to make their data publicly known. Skepticism about the quality and use of data continues because data previously were commonly used to punish rather than inform where improvement is needed or revealed (Data for Action, 2011). Most states have also yet to realize that test scores are not the only form of data that needs to be considered important. The most useful data includes: 1. Longitudinal following students over time . Actionable timely, user-friendly and meaningful 3. Contextual robuse, comparable and presented as part of the bigger picture 4. Interopirable- matches, linked, and shared across sustems and sectors The Data Campaign conducted a study which concluded that there were several challenges faced by the states. First and foremost, the majority of states do not have capacity to prepare students for jobs due to the lack of understanding of needed connection between jobs and education. Second, states have not established a system to tackle time and trust issues, in addition to identifying critical questions of how to progress further. Finally, educators need training and professional development to be data literate. These challenges need to be remedied in order to see positive change. (Data for Action, 2011) One danger in the current environment is that we lose sight of the fact that decisions are judgments about what needs to be done within a particular set of circumstances and in light of a school’s local mission and shared values. For example, if a school discovers that its testing program and curriculum are misaligned, it could embark on one of four possible paths: do nothing, change the curriculum, change the tests, change both (Secada, 2011). Whatever the path chosen would be determined based on local circumstances, as well as judgments made by staff and administration. Any data collected should be used solely to guide and inform the decision on what to do, which still requires staff to meet and discuss the best course of action for improvement and success. In 2001, Milwaukee teachers from six schools provided their insight of what they thought was the true definition of data: the idea that theres more to it than just head counts, numbers, and test scores. The volunteer team members at each school worked collaboratively to collect data, learn different decision-making models, manage and interpret the data, while also how to effectively apply change. The volunteers admitted right away to lacking the necessary tools and training to collect, analyze, and interpret data; however, after the study the training proved to be successful. Team members walked away with a new course of action for improving students reading scores by reallocating school resources, identifying low performing students to receive additional resources, and also by hiring two new reading specialists for the 2001-2002 school year. The members also planned to keep track of these plans to see if reading and student performance actually did improve. (Mason, 2001) Most studies will indicate that one of the most sought after remedies to implementing good decision making processes is taking advantage of accurate, timely, and useful data (Picciano, 2006). According to Deborah Meir, there were several ways to improve education in the United States, including: 1. Policymakers, teachers, parents, and children being involved and knowing what is going on in their schools 2. Access to quality information is essential to good decision making in education 3. Data should be constantly collected and maintained over time, no just for the current school year Data collection and integration of technology enforces accountability across the board policymakers are requiring that administrators strengthen and modernize the way in which they plan, monitor, and evaluate instruction and learning (Picciano, 2006). This provides further implementation of ways to enhance educational progress and promote academic growth. Data-driven decision making is defined as a process used to inform when determining the best practices, policies, and procedures for improvement. History has served as a valuable teacher and the idea that knowledge is power should not be lost according to Picciano. Administrators are the key to providing staff, students, and community members the information necessary to understand what is going on in the school. By taking the time to share their knowledge and experience with others, it provides further opportunity for schools to be led in a strong, positive manner, while providing collaboration and team work amongst staff members. It is important that adminstrators research and use good judgment in decision making. As a result, budget planning, grants, and other essential components to grow will not be jeopordized due to lack of accurate information. Teachers and others in the system need to be provided with the necessary support and training to succeed. A huge issue at hand is the â€Å"problem that people dont know how to read data, how to sift through it or understand it and thats really a challenge for all of us (Duncan, 2009). Parents should also be included more, as well as the commmunity, to enforce the idea that everyone plays a part in students education. This will also create a better relationship amongst school-home. In my district last year, we implemented ISIPs, in which we utilized students NJASK scores to determine individual student implementation plans to help students improve and promote growth in areas of weakness. This process served as a guide and allowed teachers the opportunity to improve their own lesson and curriculum planning in order to better meet the needs of students individually. The ISIPs identified skills in which students needed further instruction and modeling in response to scores and topics assessed on the NJASK. The ISIPS in turn gave teachers data to differentiate their lessons in response to students weaknesses and areas needing improvement. Data should be used in several ways in order to not only improve classroom instruction and methods used by teachers, but also to improve curriculum design and district planning. According to Duncan, data is considered to beâ€Å" the road map to reform. It tells us where we are, where we need to go, and who is most at risk† (Duncan, 2009). Data should be referenced across the board to develop action plans for success and growth. I think data is used effectively to an extent, but needs to be implemented more, especially within my district in reference to schools not meeting AYP and improved student achievement. Being that there are now 6 Title I schools in my district, I think it essential that data-based decision making is implemented more in order to ensure academic growth and higher student performance. There is always room for improvement, and as such it is imperative that it be recognized evaluation and assessment plays a huge role in the classroom in regards to approach and methods used. Data should be reviewed and interpreted to evaluate whether recommendations are needed to intervene and bridge any gaps in curriculum. Teachers should collaborate to compare data results and teaching practices. In addition, feedback should be provided to help educators to improve assessment practices, rubrics, grading procedures, as well as creating tasks that are more performance-based to meet 21st century needs. Everyone should be on the same page horizontally and vertically schoolwide, districtwide for a more organized and successful approach. Administration also needs to perform accordingly to ensure progress and success. The ultimate goal should be increased student performance, effort, and achievement. Strategies need to be set into place to drive meaningful learning opportunities for all. This includes: 1. developing PLCs that focus on student learning 2. providing teachers with training opportunities to research materials that are essential to learning necessary skills. In addition, skills should be taught on how to review student assessment data to fill gaps in curriculum 3. create benchmarks assessments to determine student progress and mastery of key concepts 4. evelop curriculum maps to pace instruction and determine strengths and weaknesses of procedures chosen for implementation for change Teachers and administration need to find out what works, and what will benefit the population in order to better the environment for all learners and staff alike. Only when schools and districts embrace change for the 21st century classroom, can students truly grow as life-long learners – they must be taught using what they will experience later in life. The education sector will never reach this goal without effective data use and the political leadership to get us there (DQC, 2011). References: Data Quality Campaign. (2011). Data for Action 2011. Retrieved on September 4, 2012 from http://www. dataqualitycampaign. org/files/DFA2011%20Mini%20report%20findings%20Dec1. pdf Duncan, A. (2009, June). Robust data gives us the roadmap to reform. Presentation at the Fourth Annual IES Research Conference, Washington, DC. Retrieved September 4, 2012 from http://www. ed. gov/news/speeches/robust-data-gives-us-roadmap-reform Education Northwest. (2012). Education Northwest Magazine: What the Research Says (or Doesnt Say): Using Data for Decision-Making. Retrieved on September 4, 2012 from http://educationnorthwest. org/news/1644 Mason, Sarah. (2001). Turning Data Into Knowledge: Lessons from Six Milwaukee Public Schools. Retrieved on September 4, 2012 from http://www. wcer. wisc. edu/archive/ccvi/pub/newsletter/v6n1_spr01. pdf Picciano, A. G. (2006). Data Driven Decision Making for Effective School Leadership. New Jersey: Pearson Secada, Walter G. (2001). Using Data for Educational Decision Making. Newsletter for the Comprehensive Center Region VI. Volume 6, No. 1. Retrieved on September 4, 2012 from http://www. wcer. wisc. edu/archive/ccvi/pub/newsletter/v6n1_spr01. pdf