Pub. 6 2016-2017 Issue 1

12 2. Do we need more or better information? a. Areas needing more information b. Information that is better, or more… i. accurate (valid), ii. reliable (consistent), iii. representative of all students, time of day, cir- cumstances and locations II. Data Interpretation and Analysis 3. Do we have a common understanding of what the data tell us? a. Have we met or exceeded expected standards in any area? i. What are the evidences of areas of successful or even distinguished performance? ii. How can we ensure that these successful practices are continued? 1. Identify essential elements of successful practices 2. Establish policies and procedures to encour- age continued effective practice 3. Periodically review practices to assess impact and continue/discard practices according to the review b. Do the data expose significant discrepancies or changes in performance, either positive or negative? i. Schools compared to other schools ii. Differences between groups iii. Changes over time iv. Performance that is substantially different from expectations or accepted standards III. Prioritization and Intervention Planning 4. What priorities do we have in resolving any deficiencies? a. Consider the size/magnitude of the deficiency b. Consider the political importance of the deficiency c. Consider the potential costs of remediating the deficiency (and the likely benefits) or the risk of not remediating it 5. What interventions do we know about that might resolve the deficiencies? a. Consider the actual and personnel costs of the intervention b. Consider the evidence of the potential of the intervention to achieve the desired results IV. Documentation and Dissemination 6. How will we document the proper implementation of any interventions or efforts to sustain or improve performance, and measure their effects? a. Measures of IMPLEMENTATION (treatment or intervention fidelity) b. Measures of IMPACT (outcomes and accomplishments) 7. How will we report and celebrate our accomplishments, and plans for future success? a. Ensure that descriptions of successful practice are clear and explicit, and allow for others to replicate the practices b. Describe the impact of the practices, and don’t overstate the effects. Ensure proper integrity in statements of impact, and offer appropriate warnings of unintended results c. Prepare reports and descriptions that are easily under- stood for the intended audience d. Make reports and project descriptions widely available so others are able to learn of both successes and failures, and adopt successful practices readily e. Determine the applicability of successful programs and practices to various groups/populations, conditions and circumstances, and make recommendations accordingly Nearly fifteen years ago, I wrote about the future of education. I forecasted the need to be more data-based in our approaches to classroom instruction and school leadership. “To achieve all that will be necessary in the future, teachers and school administrators will need better information about student performance and progress. Data will inform program planning and evaluation in academics, social skills, and emotional behavior, and in conditions affecting the instructional climate of the school. New tools will be developed to provide this CONTINUED FROM PAGE 11