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Runninghead:DATADRIVENDECISIONMAKINGPD

DataDrivenDecisionMaking:
AProfessionalDevelopmentModule
FatimaS.Nicdao
MarcC.Raymundo
LoyolaMarymountUniversity

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DataDrivenDecisionMaking:AProfessionalDevelopmentModule
Introduction
Datadrivendecisionmakingisimperativetothegrowthandsustainabilityofschools.
Strategicadministrativeleaders,dynamicfacultymembersandintegralsupportstaffmust
understandtheimportanceofgatheringandanalyzingdatatocreateactionablegoals.This
mindsetensuresthatthepolicies,practicesandproceduresoftheschoolarealignedwithwhat
theylearnedfromthedataandnotsubjecttowhimsorsubjectivityofoneorfewleaders.
However,notmanypeopleunderstandwhatdatais,howitiscollected,andhowtoanalyzeit.
Thisprofessionaldevelopmentwillincludetheobjective,materials,andproceduresfor
thethreehourmorningsession.Theproceduresareoutlinedinthefollowingpages.Training
materialsandexplanationscanalsobefoundinthisdocument.Inordertounderstanddatadriven
decisionmaking,theparticipantsmustgainacontextualunderstandingandimportanceofdata.
Thisbeginswithbackgroundondatadrivendecisionmakinganditsbenefits,anunderstanding
ofthethreepartsofaschoolanditsstakeholders,examplesofdatagatheredfrompastsurveys
andhowtheyareanalyzed,andcreateactionableplansfromthepresenteddata.Thenextpartof
thetrainingwillhaveparticipantsbrieflyunderstanddatalanguageandthenlookatstandardsfor
theirparticularroles(admin,faculty,orsupportstaff)tocreatetheirowndatagatheringtools.
Thetrainingendswithacollaborativeeffortforallthreepartstocollaborateandprovideinsight
onmakingadatagatheringinstrumentthatcanhelpthemstartpurposeful,actionableplansin
theirdepartments.

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DataDrivenDecisionMaking:ProfessionalDevelopmentPlan
TrainingTopic:BecomingDataLeaders
Time:3hours

ObjectiveoftheTraining:Toeducateadministration(AdministrativeLeadershipteam),faculty
(allClassroomteachers),andsupportstaff(Frontoffice,Marketing,Admissions,SocialMedia)

TrainingMaterials:
Trainer
GoogleSlidewithGeneralinformation
Agenda
ActivityDirections
EvaluationDirections

Trainees
LaptoporDevicewithGoogleApps
DataTrainingWebsite,WIFI
GiantEaselPosterBoardPostits
Pens,Pencils,andPostits

TrainingProcedures:
1. Beforethetraining,sendoutaprePDsurveytogetanideaofwhatmattersmosttothe
admin,facultyandsupportstaff.Createaninventoryonwhattopicsmeanclosesttoeach
group.ParticipantswillmarkoffinaGoogleform,whichtopicsmattermosttothem.
Sampletopicsareprovidedforeachtier:
a. AdministratorInventory:Cultureclimate,morale,professionalgrowth,
management,communication,collaboration,programs,sustainability
b. FacultyInventory:CurriculumDesign,ResponsetoIntervention,Course
Feedback,Tutoring,Bullying,SocialEmotionalLearning,
c. SupportStaffInventory:Frontofficereception,customerservice,Admissions,
Marketinganddevelopment

2. Participantswillbringalaptopdevice.Theywillgetalinktotrainingmaterialsona
websitewithinformationregardingthevalidityandhistoryofdatadriven
decisionmaking.Thewebsitewillhavetrainingmaterialsandinstructions.

3. ReviewthehistoryandimportanceofDataDrivenDecisionMaking(Rationale)

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4. ACTIVITY1:UnderstandingMean,MedianandMode.Have5participantsstandin
frontoftheroom.Explainthatthethirdpersonisthemedian,theiraverageageisthe
mean,andthemodeisthenumberoftimestheageisthesame.

5. ShowSampleDatafromSchools(TechnologyReportandCourseFeedback)andshow
howtoreadandanalyzethedata.
6. Discussion:Whatconclusionscanyoucomeupwhilelookingatthedata?Sharewith
yourgroup.Youcanchoosebetweeneducationaltechorpapermeanstogatherdata.
TECH:UsePadletorTodaysmeetandhavegroupsposttheiranswersbeforeexplaining
PAPER:WriteonStickyPosterboardandpresent

7. Havethegroupscreateonepracticeorproceduretheywilldodifferentlyasaresultof
theirunderstandingofthedata.

8. Participantswillreviewstandardsfortheirspecificarea:
a. Administrator:ReviewtheNationalStandardsandBenchmarksforEffective
CatholicSchools
b. FacultyInventory:ReviewtheCaliforniaStandardsfortheTeachingProfession
c. SupportStaffInventory:FourSeasonsCustomerServiceStandardandDevelop
InternalGuidelinesandManualsforCustomerTraining.

9. Discuss5standardsthatareimportanttoyourgroupandgivereasonswhy.Presentthisto
yourcolleaguesafter15minutes.(Playsomefun,energeticmusictogetthemthinking)

10. ACTIVITY2:ConceptualModelsWithyourgivenartsandcrafts,createaconceptual
modelofastandardyouthinkisveryimportantinyourdiscussion.(Playmusic)

11. PresenttheModelandexplainthestandardtothegroup.Whatkindofpracticesand
actionswillproducethisstandardinyourworksetting?

12. Nowthatparticipantsunderstandwhatisdata,howtointerpretitandwhatactionsshould
followafterconsultingdata,theywillproducetheirownsurveysandinstrumentsto
gathertheirowndata.

13. Participantsshouldcreateinstrumentsthatwill:helpthemunderstandtheirstakeholders
(students,parents,alumni),helpthemseewhichprogramsareviableandwhicharenot
conducivetothemissionandvision,helpthemunderstandwhatpracticesneedtochange,
andunderstandhowtheycaninnovatewithintheirfield.

14. Participantscancreatetheirdatainstrumentsbylookingtootherreliableandvalid
instrumentsormodifythemtofittheirschoolsneeds.Participantswillworkina

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collaborativeGoogleslideandwriteoutalltheirstatements.Otherparticipantscan
commentthesestatementson.Later,theycanputthesestatementson

15. ThePDwebsitewillhaveSurveysanddatainstrumentsthatcanhelpguidethe
participantsinunderstandinghowtocreatesurveys.Bycollectingthespecificdata,
administrators,facultyandstaffmustbepurposefulofwhattheywanttoaskandknow.

16. Attheend,therewillbeaProjectorWalkAllparticipantscanseetheslidesandgive
suggestionsorfeedback.

17. AskparticipantstocompleteanEvaluationandthankthem.

BackgroundInformation
Datadrivendecisionmakingisthecollection,examination,analysis,interpretation,and
applicationofdatatoinforminstructional,administrative,policyandotherdecisionsand
practice(Mandinach&Jackson,2012,p.22).Thereisasignificantdifferencebetweendatathat
showsattendance,grades,andnumberofdetentionsanddatathatshowsgrowth,regression,
schoolclimateculture,customerservice,andperceptionsofpolicies,practicesandprocedures.
Datadrivendecisionmakingconnectswithaccountability,schoolimprovement,and
educationalreforms(p.13).TheUnitedStatescreatedaresearcharmthatenforcedrigorasits
rallycryfordatadrivendecision.Easton,inMandinach&Jacksonstated,Rigorisimportant,
butifwedonotmeettheneedsofourstakeholders,wehavenotdoneourjobs(p.14).Data
becamethegoldstandardinwhichdecisionsineducationwouldmove.Formersecretaryof
education,MargaretSpellingssummarized,Dataisourbestmanagementtool.Ioftensaywhat
getsmeasured,getsdone.AccordingtoMandinach&Jackson,theemergenceofeducational
technologyhastoolsthatsupportdatadrivendecisionmaking.Furthermore,formative

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assessmentswerefoundtoinforminstructionmorethanstandardizedtesting.
InaCatholicschoolsetting,teachersaregivenautonomyoverteachingintheir
classrooms.Untilonlyrecently,Catholicschoolteachershavebeenconfinedtotheirsilosand
taughttheirway.Ifastudentdidnotlearnandreceivedalowgrade,itwasthestudentsfault.It
wasalwaysassumedthatheorshedidnotworkhardenoughorisnotcompetentenough.The
ArchdioceseofLosAngelesismovingtowardsmoreofacollaborativemovement(Professional
LearningCommunities)whichisslowlyeliminatingthisnotionoftheloneteacher.Asaresult,
dataisbeingconsultedforbestpracticesininstructionratherthanwhatateacherfeelsisbestfor
hisorherstudents.
Mandinach&Jacksonemphasize,Trainingondatadrivendecisionmakingisnotjust
professionaldevelopmentitisalifelongcommitmenttoaphilosophicalandholistic
transformationtowardcontinuousimprovement(Mandinach&Jackson,2012,p.19).
Datadrivendecisionmakingmakesinformationactionableknowledgewhendatausers
synthesizetheinformation,applytheirjudgmenttoprioritizeit,andweightherelativemeritsof
possiblesolutions(Marsh,Pane,2006,p.3).Thisisneitherapassingfadnorsomethingthat
onlyadministratorshavetotakeintoconsideration.Itisasystemicculturalshiftthatrequires
commitmentacrossalllevelsofaschooldistrict(p.19).Administrators,educatorsandstaff
mustbecommittedtobeinglifelonglearnersandnotworkinisolation.Mandinach,Honey,
Light,&BrunnerasquotedinMandinach&Jackson(2012)affirm,Acultureofdatadriven
decisionmakingcanhelpeducatorstoworkthroughthemorassofinformationtofindwaysto
createactionableknowledgefromdisparatedata.Administratorscanmakedecisionsbasedon

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datatohelpmovetheschooltowardsitsmissionandvision.Teacherscanusedataforeffective
instruction.Supportstaffcanusedatatoinformbestpracticesinmarketing,admissionsand
customerservice.
Data:AVehicleforSchoolImprovement
Easton(2009)inMandinach&Jacksonvieweddataasavehicleforschoolimprovement
asconceptualizedinafourstepprocess:1)Usedatatoidentifytheproblem,2)identifythe
possiblesolutions,3)monitorcontinuousprogressand4)useresearchtoexaminetheimpact(p.
19).Thisformulacanbeappliedacrosstheboardinmakingdecisionsintheadminlevelin
regardstofinancialdecisions.Teacherscanusethedatatodifferentiatetheirteachingstrategies
foramixedabilityclassroom.Kekahio&Baker(2013)reiteratetheimportanceofdatatomake
objectivedecisions,determinetheeffectivenessofaprogram,andtogetinsightonstudent
learning.Analyzingthedatainsophisticatedways,makingittransparentandusingittotruly
determinethestatusoftheschool,willhelpthevitalityofourcatholicschoolsystem(FinnJr,
2014).
GatheringData

Gatheringdatacanbeadauntingtask.Kekahio&Baker(2013)posedguidingquestions:
1)Whatisthequestiontobeaddressedinthisdatainformedconversation? 2)What
informationisneededtoanswerthequestion? 3)Isthisinformationavailable? (p.4).
ExamineTheData
Datacanbeexaminedthroughthefollowingguidelines:1)Focusononlyoneiteminthe

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data.Theyarestraightforwardandclearbecausetheyinvolvesinglesources.2)Factual.
Incorporateonlythedatanoassumptions,inferences,orbiases. 3)Related.Begintoanswer
thequestion.Kekahio&Bakerlistssometopthingstodowhenexaminingdata.Advice
includes:Lookingforpatternsandmakingobservationsandexploringdatacollections.Teachers
mustusestudentdata(e.g.testscores,formativeandsummativeassessmentscores)toidentify
theinstructionalneedsanddeveloptheappropriateinterventions(Zavadsky,2009,p.187).
UnderstandingtheData

Kekahio&Baker(2013)statedthatakeystepinunderstandingdataresultsistobegina
discussionamongthedatateamandinterestedcolleaguesaboutoneortwokeychallenges(p.7).
Forteachers,Zavadsky(2009)concludedthatfrequentstudentdatacollectionofformativeand
summativeassessmentscouldhelpasdiagnostictoolsandareopportunitiesforleaders,
principals,andteacherstomeetforthepurposeofanalyzinganddiscussingdataresults(p.
189).Datahastobebeunderstoodinordertogiveittherightsupportsandstructures(p.190).
DevelopinganActionPlan
PartofthetransitionissettingSMARTgoalsgoalsthataremeasurable.Anotherstrategy
canbereviewedintermsof:Time.Isitpossible,giventhedatateamstimelimits?Resources.
Isitpossible,giventheteamsresourcesandlevelofbuyinfromkeystaff?Relevance.Willit
affectthetopdrivingfactor?Isitrelatedtothegoal? Dataavailability.Aredataavailableto
informandmonitortheteamsactionplan? (p.12).AccordingtoRaths,Kotch&Carrino
(2009),teachersneedampletimetointerpretstudentdataandtoplaninstructionbasedonthe

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evidence(p.216).Acommonfindingwasthatteacherssimplydidnothavetimeintheworkday
toanalyzedata.Thiscallsforrethinkingthestructuringofaworkdayofateacher.
Inconclusion,understandingtheroleandramificationsofproperdatagathering,analysis
andexecutionwillhelpschoolsunderstandtheiroverallmissionandvisionandhowtogetthere.
Datasuchasstudentdemographics,perceptions(heldbyallstakeholders),studentlearning,
schoolprocesses,andteachercharacteristics,behaviorandprofessionallearning(Copland,
Knapp,&Swinnerton,2009,p.154).Educationalleadersmustincreasedataliteracyand
promoteknowledgebuilding(p.156).Lastly,databythemselvesmeannothinguntil
educationalleadersbringconcepts,criteria,theoriesofaction,andinterpretiveframesof
referencetothetaskofmakingsenseofthedata(pp.155156).Intheageofbigdataand
technology,makingdatadrivendecisionsiseveneasiertoday.Throughcollaborativeeffortsof
professionallearningcommunitiesinschoolsandproperdataanalysis,administratorscanbuild
programs,viablecurriculumandimproverelationshipsamongallstakeholders.
SlidesExplanation
Slide13Introduction
IntroduceyourselfandgivecontexttothePDandidentifytheadministrators,teachers
andsupportstaff.
Slide4:IcebreakerActivity
Participantswillinterviewandgatherdatafromoneanother.Basedonthisdata,the
participantsmustchooseasongthatbestdescribestheirspeakingpartner.
Part2:WhatdoyouknowaboutDataDrivenDecisionmaking?

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Slide57:IntroductiontothePD&Rationale
Thetopicwhichistodiscussed,analyzedandimplemented.Thepurposeofthe
professionaldevelopmentandunderstandingoftopic.
Slide8&9:Objectives&Model
Tobegintheunderstandingofwhatwearecollecting,observingandcreating.
Slide10:TheImportanceofData
Wearegoingtolookatourbestsourcesofdata&wheretoobtainthedata.Also,takea
lookatwhattheseveralsourceswouldindicateforusasaneducationsystem.
Slide1115:Audience,Students,Parents&Alumni
Forourprofessionaldevelopmenttoday,wewilltakealookatthe3areaswhichwillneedto
lookatdata.Webelievethatthesesectionswillbeessentialinthegrowthandperformanceof
theschool,forprovidingthebestpracticesforourstudentsandcommunity.
Slide16&17:Procedures
Exploringandunderstandingourroleinprocuringdataandinformation.
Slide18:Materials

Providinghandoutstoparticipants,thesehandoutsandmaterialswillcontainthe

beginningsoftoolstousetogatherdata.Theseareworksamplesandcanbemodifiedtotheir

useandneeds.

Slide19&20:Activities

Theclasswillbeworkingingroupsandhavetheopportunitytocreateaconceptual

model,toincreaseparticipation,understandandimplementation.

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Slide21&22:StatisticalConceptsandSpeakingDataLanguage

Provideacommonlanguagewithmembersoftheclass,inordertounderstanddata
properlyandsharethoughtsaboutdatawithcommonunderstanding.
Slide2325:Activity3:Create
Membersoftheclasswillcreatetheirowndatainstrumentsbasedontheirrole.They
willbeprovidedwithexamplesandsamples.
Slide26:DataMustBeShared
Inorderforthedatatobeuseful,theinformationgatheredmustbesharedwiththose
involved.Transparencywillencouragetrust,involvement,consistencyandgrowth.
Slide27:ThankYou
Wewillthankeveryonefortheirparticipationandtrulyexpresstothemthevalueadded

whenusingdataproperly.Itisimportanttotrulyimproveourpracticesandforourstudentsto

succeed.

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DDDMProfessionalDevelopmentEvaluation

NameofTrainer_______________________________
DateofTraining__________

Directions:Pleasecirclethechoicethatdescribesyourfeelingsabouteachstatement.
Wesincerelyappreciateyourhonestfeedback!

1.Thetrainerwasknowledgeableaboutthetopicandpresentedtheinformationinanengaging
manner.

StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree

2.IhaveagreaterunderstandingofwhatDataDrivenDecisionMakingmeansformyrole.

StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree

3.Ihaveanincreasedunderstandingofdatadrivendecisionmaking.

StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree

4.Ihavemoreknowledgeofhowtogatherdatatoinformmypracticesasrelatedtomyrole.

StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree

5.Iamawareofwaysthatdatacanimprovepolicies,practicesandproceduresatmysite.

StronglyDisagree Disagree
SomewhatAgree
Agree
StronglyAgree

Comments/Suggestions:

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References

Copland,M.A..,Knapp,M.S.,&Swinnerton,J.A.,C.(2009).Principalleadership,data,and
schoolimprovement.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabased
decisionmakingineducation(pp.153172).NewYorkAndLondon:Routledge.
Finn,Jr.,C.E.(2014).Afivepointplantoresuscitatecatholicschools.ThomasB.Fordham

Institute.Web.19November2014.
Kekahio,W.,&Baker,M.(2013).Fivestepsforstructuringdatainformedconversationsand
actionineducation(REL2013001).Washington,DC:U.S.DepartmentofEducation,
InstituteofEducationSciences,NationalCenterforEducationEvaluationandRegional
Assistance,RegionalEducationalLaboratoryPacific.Retrievedfrom
http://ies.ed.gov/ncee/edlabs
Mandinach,E.B.,&Jackson,S.S.(2012).Transformingteachingandlearningthroughdata
drivendecisionmaking.ThousandOaks:CorwinPress,Retrievedfrom
http://www.corwin.com/upmdata/48142_chap1.pdf
Marsh,J.A.,Pane,J.F.,&Hamilton,L.S.(2006).Makingsenseofdatadrivendecisionmaking
ineducation:EvidencefromrecentRANDresearch.SantaMonica,CA:RAND
Corporation.Retrievedfromhttp://www.rand.org/pubs/occasional_papers/OP170/
Raths,J.,Kotch,S.A.,&CarrinoGorowara,C.(2009).Researchonteachersusingdatatomake
decisions.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabaseddecision
makingineducation(pp.207239).NewYorkAndLondon:Routledge.

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Schildts,A.(2017)DataManagement,Transparency,&Accountability[PowerPoint].Retrieved
fromMyLMUConnectOnlineWebsiteFebruary17,2016
Zavadsky,H.(2009).Buildingdatadrivendistrictsystems:examplesfromthreeawardwinning
urbansystems.InT.Kowalski&T.J.LasleyII(Eds.)Handbookofdatabaseddecision
makingineducation(pp.173190).NewYorkAndLondon:Routledge.

Be A
Data Driven
Decision Maker!
By Fatima Nicdao and Marc Raymundo
Loyola Marymount University
May 4, 2016

hello!
I am Fatima
I am the Director of Educational Technology. This topic is
important to me because I believe that data driven
decision making is the best practice for improving
learning and closing the achievement gaps.

hello!
I am Marc
I am the Director of Activities and Campus Ministry. I
believe that data driven information can be a vital tool in
truly responding to the needs of our students and faculty.

ICE BREAKER
Pick a partner and ask them
regarding these questions:
Name, Date of Birth, Place of
birth
Family
Hobbies
Likes and Dislikes
Music Favorites
Movies Favorites

What do you know about data?

How does data affect your life?
How can data affect what you
are doing right now?
Why do you think is data
important?

Introduction
Our professional development is based on creating a
module on educating administrators, staff and faculty on
how to be data-driven managers and leaders. This PD will
help our school obtain, analyze and make decision based on
data from sources such as surveys, PSAT scores, classroom
observations, course feedback, discipline records, and
alignment with National Catholic School benchmarks.

RATIONALE
Effective leaders and teachers MUST use
data to determine what is best for the
institution. Leaders must be able to see
what is working and what needs work.

Data-driven decision making

was defined not only by
collecting data, but also by how
it is used or not in making
crucial decisions, like whether to
create a new product or service.
-

Steve Lohr, New York Times 2011

OBJECTIVES
To understand how to obtain data, analyze
it and make decisions from it.

Data Driven Decision Making Process Made Simple

Obtain data
through
feedback
and surveys

Analyze
the data

Create
programs or
initiatives to
support the
data

The Importance of Data

The right data dispels any doubt
about effective instruction, policies
and practices in a school. With the
right data, there is a better, less
biased picture of student learning,
programs and development of
curriculum.

Means of Attaining Data:

Surveys
Test Scores
PSAT Scores
HSPT Scores
Qualitative Data
Quantitative Data

AUDIENCE

Administrators
Faculty
Support Staff

Lets begin!
The right data dispels any doubt
about effective instruction, policies
and practices in a school. With the
right data, there is a better, less
biased picture of student learning
and development of curriculum

Obtain Data from:

Students
Parents and Guardians
Alumni

1.
Student Data
Work samples, Digital Portfolios, Assessment data, Category reports
from PowerSchool, Student Surveys

2.
Parents
Parent Surveys, Interviews, Case studies

3.
Alumni
Senior Exit Survey, Alumni Survey, Outreach to Alumni

PROCEDURES
Understand your role in procuring data

Procedures
1.
2.
3.
4.
5.

Pre-PD
PD is on a Website for Participants
Learn about Data Driven Decision Making (Importance)
Review Standards for Administrators, Faculty, and Support Staff
Understand Basic Statistics

MATERIALS
Website, Google Forms, Post Its and Paper

ACTIVITIES
Bring the attention of your audience over a
key concept using icons or illustrations

Activity 1: Conceptual Model

Administrators
With the given materials, create a conceptual model to represent the
information you want to know from stakeholders and how you would use
that to improve policies, procedures and practices.
Support Staff
With the given materials, create a model of how you would like your school
site to be perceived.
Teachers
With the given materials, create a model of what effective instruction and
quality learning looks like in your class

Lets review some Statistical Concepts

Mean

Median

Mode

The average of all the numbers.

They are added and divided by how
many people are in the line.

The perfect middle of any line.

The frequency of a number in a

series. I.E. 2234556778

Random Sample

Likert-type Scale

To be statistically significant, you

have to have a random sample.

Scale of 1-5; Strongly Disagree,

Disagree, Neutral, Agree, Strongly
Agree

The mode is____

Activity 2: Speaking Data Language

Understand Mean, Median and Mode
Colleagues will physically represent these statistical terms and act it out

Activity 3: Create

Administrators
Create (new or from other sources) a simple survey taking the pulse
of parents and their involvement. You can also do interviews and
walk among them.
Teachers
Create a data instrument to measure something such as your
course feedback or a formative assessment test.
Support Staff
Give your prototype Customer Service survey to Admin and Faculty.
Create a list of Principles in which you will adhere to based on your
findings.

List of Data that can be used to make decisions

Administrators
Campus Climate
Faculty Observations
Course Feedback
Survey of what classes to
offer (electives)
Programs
Sports
Academic Probation
reports
PSAT, HSPT Test scores

Support Staff
Visitor Survey
Parent Survey
Number of visitors
Number of transfers
Number of students that
transfer out
Attendance
Number of students that
qualify for Title 1
Alumni Engagement

Teachers
Course feedback
Classroom Observation
feedback by Admin
Student Portfolio
Formative and
Summative Assessments
Category Reports

Place your screenshot here

Technology and Data

Google Drive to Store Data
Google Forms for Surveys
Quizlet - Real Time Progress
Digital PortfoliosProgressive Data
Movies - Shows
Comprehension
Surveys

Data must be shared to ensure the child succeeds

Teachers

Student

Parent(s)

thanks!
Any questions?