This is Alan Blankstein's text Failure is NOT an Option, Chapter 8. This chapter is about Data Based Leadership. He discusses productive use of data for instructional teams. He explains overcoming the "Fear" of using data and then gives insightful ways as to examining school data.

1. Creating Sustainable
Systematic School Change
Wafa Hozien, Ph.D.
Virginia State University
whozien@vsu.edu
Based on the Book: Why Failure Is Not An Option

2. Fourth Principle
Data-Based Decision Making for
Continuous Improvement
CHAPTER 8

3. Creating the Climate and Culture of Trust for
Effective Data Use
Components of Relational Trust
•Clarifying and declaring the “purpose” provides the ethical alignment between
actions and intention.
•“Transparency” addresses the same and also builds confidence in leaders’
competence.
•The “openness” and “frank discussions” provide for the professional respect
that builds trust.

4. Capacity Building for Analysis of Data
• Effective analysis of data requires several elements:
1. Clarifying accuracy of the data.
2. Using multisourced data and soft, “perceptual” data.
3. Understanding what the data are telling you.
4. Understanding what the data mean.
5. Tapping well-established, high-performing teams in open
and frank dialogue.

5. Commitment to Implementation
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If the purpose for data collection is defined by those who use it,
and a trusting, collaborative culture composed of capable staff
allows for honest and incisive dialogue
about the meaning of the data and actions that should be taken,
then the chances of consistent implementation are great.

6. Uses of Data
Good data used appropriately offer a multitude of benefits for schools and their
stakeholders:
•To advance student achievement
•To address “whole-child” needs
•To provide feedback to students on academic progress
•To screen students for special programs
•To inform parents of student performance and inform the larger community of
school and district gains
•To inform teacher judgments about improving classroom instruction

7. • To organize schoolwide learning support programs to ensure that no student
falls through the cracks
• To validate student and teacher efforts to improve
• To guide professional development activities
• To gauge program strengths and identify opportunities for program
improvements
• To promote public accountability
• To monitor continuous progresses
Uses of Data

8. To Successfully use data to drive continuous improvement,
schools need to answer three important questions:
• 1. What data should be collected?
• 2. How should data be used?
• 3. Who should be involved?

9. What Data Should Be Collected?
Results-oriented data analysis should include such questions as:
•What criteria are used to determine proficiency?
•Does this piece of work show proficiency?
•In what areas are students doing particularly well?
•What are patterns of weakness?
•What can be done to address weak areas?

10. Other Data Sources:
• Academic Outcomes
• Correlates to Student Achievement
• Descriptive Data

11. Guidelines for Data Quality
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Multisourced Data
Relevant Data
Timely Data
Consistent Data
Disaggregating Data

12. Guidelines for Using Data
1.Using Data to Drive Decisions and Set Goals
2. Using Data to Target Interventions
3. Using Data to Support Change Initiatives
4. Using Data to Guide Continuous Improvement and Redefine Success
5. Using Data to Monitor Progress
6. Using Data to Guide Professional Development

13. 7. Revise targeted skill area or implement revised
strategy
6. Refine your instructional strategy
ACT
On it
STUDY
5. Study assessment results to determine
what did or did not work.
The results
4. Use identified assessments to show the level
of student improvement in skill/ capability.
Continuous Improvement Model
1. Set a SMART goal
PLAN
an improvement
Collect baseline data and create
templates
DO
Something new
2. Select an instructional strategy
and/or best practice to improve
your classroom.
3. Implement that strategy or strategies

14. Methods and Strategies for Principals Who Want to
Help Teachers learn to trust data: (McKenna, 2009)
1.
2.
3.
4.
5.
6.
7.
Direct involvement
Be proactive
Periodic review
Set specific and realistic goals
Develop a long-range plan
Shift responsibility of analysis
to teachers
Empower teacher leaders

15. 7 Assessment and Grading Practices to enhance learning and
teaching*:
1.
2.
3.
4.
5.
6.
7.
Use summative assessments to frame meaningful performance goals.
Show criteria and models in advance.
Assess before teaching.
Offer appropriate choices.
Provide feedback early and often.
Encourage self-assessment and goal setting.
Allow new evidence of achievement to replace old evidence.
•
*HOPE Foundation, Video, 2009b; McTighe & O’Connor, 2005)

16. Diagnostic Assessment
• Diagnostic assessment tools are used before teaching to plan appropriate
instruction. They allow teachers to:
1. Find out what students know and what they don’t know;
2. Learn about student misconceptions;
3. Understand student interests, learning styles, learning preferences, and
multiple intelligences; and
4. Inform students of learning goals and performance assessment criteria
•
*HOPE Foundation, Video, 2009b; McTighe & O’Connor, 2005)

17. Formative Assessment
• Formative assessments provide
continuous feedback to teachers
and learners about progress.
They focus on assessment for
learning rather than assessment
of learning.

18. Summative Assessment
• Effective summative assessment should be aligned with learning goals and
evaluated against clear criteria.
• Used to frame meaningful performance goals
• Should offer options for students to display their learning

19. • Give guidelines for productive use of data to improve
instruction.
• What strategies should you use for:
• Diagnostic, Formative and Summative Assessments?
Questions

20. • Blankstein, Alan M. (2004). Failure Is Not an Option:
Six Principles That Advance Student Achievement in
Highly Effective Schools. Thousand Oaks, Calif. :
Corwin.
References