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    Data Driven Decision Making

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    Abdullah khan
    This document provides guidelines for using data to improve decision making. It discusses collecting accurate and easy-to-gather data, presenting it visually, and ensuring it is available when decisions need to be made. Data should be organized to compare metrics over time and locate specific problems by location, student, or behavior. Problems may indicate needed system changes rather than blaming individuals. The document provides examples of data to collect and how to interpret it to determine if issues exist and help design solutions.

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    Data Driven Decision Making

    Uploaded by

    Abdullah khan
    59 views15 pages
    This document provides guidelines for using data to improve decision making. It discusses collecting accurate and easy-to-gather data, presenting it visually, and ensuring it is available when decisions need to be made. Data should be organized to compare metrics over time and locate specific problems by location, student, or behavior. Problems may indicate needed system changes rather than blaming individuals. The document provides examples of data to collect and how to interpret it to determine if issues exist and help design solutions.

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    This document provides guidelines for using data to improve decision making. It discusses collecting accurate and easy-to-gather data, presenting it visually, and ensuring it is available when decisions need to be made. Data should be organized to compare metrics over time and locate specific problems by location, student, or behavior. Problems may indicate needed system changes rather than blaming individuals. The document provides examples of data to collect and how to interpret it to determine if issues exist and help design solutions.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    59 views15 pages

    Data Driven Decision Making

    Uploaded by

    Abdullah khan
    This document provides guidelines for using data to improve decision making. It discusses collecting accurate and easy-to-gather data, presenting it visually, and ensuring it is available when decisions need to be made. Data should be organized to compare metrics over time and locate specific problems by location, student, or behavior. Problems may indicate needed system changes rather than blaming individuals. The document provides examples of data to collect and how to interpret it to determine if issues exist and help design solutions.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 15

    Data Driven Decision Making

    Missouri PBS Summer


    Institute
    June 28 & 29, 2006
    Purpose

     Provide guidelines for using data for team


    planning
     Provide guidelines for using data for on-
    going problem solving
     Apply guidelines to examples
    Improving Decision Making

    From Problem Solution

    To Problem Problem Solving Solution


    Key features of data systems that work

     The data are accurate and valid


     The data are very easy to collect (1 % of staff time)
     Data are presented in picture (graph) form
     Data are used for decision-making
    – The data must be available when decisions need to be
    made (weekly?)
    – Difference between data needs at a school building and
    data needs for a district
    – The people who collect the data must see the information
    used for decision-making.
    Why collect discipline data?

     Decision making
     Professional accountability
     Decisions made with data (information) are
    more likely to be 1) implemented and 2)
    effective.
    What data to collect for decision
    making?

    Use what you have:


     Attendance
     Suspensions/Expulsions
     Vandalism
     Office discipline referrals/detentions
    – Measure of overall environment. Referrals are affected by
    1) student behavior 2) staff behavior and 3) administrative
    context
    – An under-estimate of what is really happening
    – Office referrals per day per month
    When should data be collected?
     Continuously
     Data collection should be an embedded part
    of the school cycle, not something “extra”
     Data should be summarized prior to
    meetings of decision-makers
     Data will be inaccurate and irrelevant unless
    the people who collect and summarize it see
    the data used for decision making.
    Organizing Data for “active decision
    making”

     Counts are good, but not always useful

     To compare across months use “average


    office discipline referrals per day per month”
    Using Data for On-going Problem
    Solving

     Start with the decision, not the data


     Use data in “decision layers” (Gilbert, 1978)
    – Is there a problem? (overall rate of ODR)
    – Localize the problem
     (location, problem behavior, students, time of day)
     Don’t drown in the data
     It’s “OK” to be doing well
     Be efficient
    Interpreting Office Referral Data: Is
    there a problem?

     Absolute level (depending on size of school)


    – Middle, High Schools (1> per day per 100)
    – Elementary Schools (1> per day per 250)

     Trends
    – Peaks before breaks?
    – Gradual increasing trend across year?
     Compare levels to last year
    – Improvement?
    What systems are problematic?

     Referrals by problem behavior?


    – What problem behavior is most common?
     Referrals by location?
    – Are there specific problem locations?
     Referrals by student?
    – Are there many students receiving referrals or only a small
    number of students with many referrals?
     Referrals by time of day?
    – Are there specific times when problems occur?
    Designing Solutions

     If many students are making the same


    mistake it typically is the system that needs
    to change, not the students.
     Teach, monitor and reward before relying on
    punishment.
    Application Exercise

     What is going well?


     Do you have a problem?
     Where?
     With whom?
     What other information might you want?
     Given what you know, what considerations
    would you have for possible action?
    SWIS: School-Wide Information
    System

     http://www.swis.org
     SWIS Readiness Checklist
     SWIS Compatibility Checklist
    Summary

     Transform data into “information” that is used


    for decision making
     Present data within a process of problem
    solving
    – Use the trouble-shooting tree logic
    – Big Five first (how much, who, what, where, why)
     Ensure the accuracy and timeliness of data

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