Summary
This professional learning session focuses on data-driven decision-making in the context of instruction. Participants will establish a definition the data-driven decision-making, identify the steps in the data-driven decision-making process, and explore the conditions and methods for successfully using data-based inquiry to solve problems in classrooms.
Essential Questions
What is the role of Data-Driven Decision-Making in improving learner engagement, empowerment, and achievement?
What factors contribute to the successful implementation of Data-Driven Decision-Making in schools?
Learning Goals
Establish a definition of the Data-Driven Decision-Making (DDDM) process
Identify the steps of the DDDM process
Explore the conditions and methods for successfully using data-based inquiry to solve problems in classrooms
Snapshot
Engage
Participants use the Affinity Process strategy to analyze the factors and tools/information they utilized to make their last major financial decision.
Explore
Participants explore the data from the last unit in the ABC Classroom and respond to focus questions.
Explain
Participants create a definition for data-driven decision-making.
Extend
Participants use the S-I-T strategy to review a practitioner’s research brief on data-driven instruction.
Evaluate
Participants record and analyze the data from their last classroom unit.
Materials List
Presentation Slides (attached)
ABC Classroom Data (attached; one per participant)
Data-Driven Instruction Practitioner’s Research Brief (attached; one per participant)
Blank Classroom Data (attached; one per participant)
Computer or device with internet access
Pen/Pencil
Sticky Notes
Engage
10 Minute(s)
Use the attached Presentation Slides to guide the session. Begin by displaying slide 3. Let participants know they will be engaging in an Affinity Process activity, and to think about the last major financial decision they made. On sticky notes, have participants individually write down the factors they considered or the tools/information they used to help make their decision. Participants can provide more than one response, but write each response on a new sticky note.
Display slide 4. Instruct participants to find a partner and review their sticky notes and group similar items together. Sticky notes should be added to create categories under which items can be grouped.
Once participants have had an opportunity to group their notes with a partner, have participants review and then sort their sticky notes as a table group.
Move to slide 5 and ask participants to share out, answering the questions on the slide.
Continue to slide 6 and share the essential questions for this session. Then, share the session objectives on slide 7.
Explore
10 Minute(s)
Display slide 8. Let participants know that they will be reviewing the classroom level information about the last unit in the ABC classroom.
Distribute the ABC Classroom Data handout to each participant, then have participants form groups of four at their tables. Let participants know they will have ten minutes to review this data and address the focus questions in the handout.
After participants have had time to review that data and discuss the focus questions as a group, move to slide 9 and ask participants to share their insights and proposed next steps for this group of teachers.
After discussing additional sources of data, move to slide 10 and discuss Bernhardt’s 4 areas of data. Ask participants to think of types of data they can access that would fall into each area.
Explain
5 Minute(s)
Navigate to slide 11 and display the Mentimeter. With their table groups, have participants create a definition of data-driven decision-making based on their experiences reviewing the data from ABC Classroom. Have one participant from each table group share this definition to the Mentimeter.
Extend
10 Minute(s)
Move to slide 13 and introduce participants to the modified S-I-T strategy. Distribute the Data-Driven Instruction Practitioner’s Research Brief handout. As participants read, have them mark at least one point each that they find surprising, interesting, and thought-provoking.
After participants have finished reading and annotating, invite two to three participants to share what they marked for each category or summarize their findings.
Evaluate
5 Minute(s)
Transition to slide 14. Give each participant a copy of the Blank Classroom Data handout, or they can follow the link on the slide to save a copy to their Google Drive. Let participants know that they should record their student data from the last unit and go through the inquiry process again with their own classroom data.
Follow-Up Activities
15 Minute(s)
The data and findings from the Evaluate section should be reviewed with colleagues at an upcoming faculty, department, or PLC meeting. This meeting should include reviewing the obtained data and responding to the focus questions in the Blank Classroom Data handout.
Research Rationale
Data-driven decision-making is a continuous process centered on the use of data, numerical and written, to reach evidence-based conclusions (Bowers & Krumm, 2021; Love et al., 2008). This process should focus on student learning and closing the achievement gap through teacher action over student accountability (Bowers & Krumm, 2021; Love et al., 2008; Mandinach & Schildkamp, 2021). Classrooms that implement data-based practices show improved student achievement and student engagement (Albiladi et al., 2020; Debnam et al., 2022).
Resources
Albiladi, W. S., Lasater, K., & Bengtson, E. (2020). Data use among principals and teachers: Divergent paths or common ground? Implications for the leadership preparation programs. Journal of School Administration Research and Development, 5(2), 63–76.
Bowers, A. J., & Krumm, A. E. (2021). Supporting the initial work of evidence-based improvement cycles through a data-intensive partnership. Information and Learning Sciences, 122(9/10), 629–650.
Debnam, K. J., Edwards, K., Maeng, J. L., & Cornell, D. (2022). Educational leaders’ perceptions and uses of school climate data. Journal of School Leadership, 32(4), 362–383.
K20 Center. (n.d.). Affinity process. Strategies. https://learn.k20center.ou.edu/strategy/87
K20 Center. (n.d.). S-I-T. Strategies. https://learn.k20center.ou.edu/strategy/926
Love, N., Stiles, K. E., & Mundry, S. (2008). The data coach’s guide to improving learning for all students: Unleashing the power of collaborative inquiry. Corwin Press.
Mandinach, E. B., & Schildkamp, K. (2021). Misconceptions about data-based decision-making in education: An exploration of the literature. Studies in Educational Evaluation, 69, 100842.