1. Using data for instructional decision-making
Henrico County Public Schools
Leadership Academy
August 10, 2011

2. The Blind Men and the Elephant

3. Types of Data Descriptive Performance Perceptual
Provides summary information about a group
Performance
Provides information about attainment of skills or knowledge
Perceptual
Provides information about what a person is doing or feeling
What data do you use to guide decision-making within your school?

4. HCPS Strategic Plan Objective 1.7
We will support evaluation and analytical processes to ensure student progress.
Action Plan 4
All teachers and administrators will use student behavior and academic data to improve student performance and achievement.

5. Effective Leadership and Data Use
Establish and model data expectations
Build your capacity as a data-informed decision-maker
Empower staff to become experts
School leaders are the “catalyst” for change. There’s no substitute for the principal of a school showing that this (data) is what matters. – Copland, 2003

6. Effective Leadership and Data Use
Collaborate with stakeholders for school improvement planning
Offer non-threatening support and ongoing professional development
Provide ongoing, formalized opportunities for analysis and reflection

7. Best Practices
Make data part of an ongoing cycle of instructional improvement
Collect and prepare a variety of data
Interpret data and develop hypotheses
Modify instruction/program to test hypotheses

8. Best Practices Establish a clear vision for schoolwide data use
Establish a data team
Define critical teaching and learning concepts
Develop a written plan for data use
Provide ongoing data leadership

9. Best Practices
Provide supports that foster a data-driven culture within the school
Designate a data facilitator to meet with teacher teams
Dedicate time for staff collaboration
Provide targeted professional development

10. Best Practices
Teach students to examine their own data and set learning goals
Explain expectations and assessment criteria
Provide feedback that is timely, specific, well-formatted, and constructive
Provide tools to help students learn from feedback
Use students’ data analyses to guide instructional changes

11. A Principal’s Perspective

12. Division Assessment Plan
Balanced assessment programs include:
Teacher-made assessments
Student-produced products
Standardized assessments (formative and summative)

13. Division Assessment Plan
Goals
Provide a comprehensive view of division, school, individual student, and teacher performance.
Use multiple measures to support effective instructional data driven decision processes.

14. Division Assessment Plan
Objectives
Utilize various measures to assess student mastery of content, teacher use of instructional/pacing strategies, student progress compared to other students, and to measure annual academic growth.
Utilize formative and summative measures to monitor program effectiveness and the progress of individual students served by the programs.
Utilize assessment to identify instructional needs and monitor the effectiveness of supplemental support programs.

16. Assessment Updates 18-Week Benchmark Assessments NWEA Online Testing
Learning Leaders
Survey Data