GUIDE

 

The Data Use Process Guide gives you a comprehensive overview of data use to support educational improvement and is applicable at all levels of the syste, from the state to the classroom. The guide describes each of the steps needed for data informed decision-making, as well as key considerations at each step. There are four stages of implementation to the process:

  • Assessing the Present State
  • Analysis of Present State
  • Transformation Planning
  • Transition to New State

The Data Use Process Guide provides a comprehensive overview of data use to support educational improvement and is applicable at all levels of the system, from the state level to the classroom level. The Guide describes each of the steps needed for data informed decision making and highlights key considerations at each step in the data use process. The Data Process Guide is divided into four stages:

  • Assessment of the Present State
  • Analysis of the Present State
  • Transformation Planning
  • Transition to a New State

Specifically, the guide can be useful to:

  • Regional Comprehensive Center (RCC) staff called upon to assist a state with developing its capacity for data use.  For example, RCC staff could use the guide to assess the degree to which systematic data use processes are employed at the state level and determine priorities for improving the use of data to benefit districts.
  • District-level administrators wanting to improve achievement in a specific content area, e.g., mathematics achievement at the middle school level.  The guide provides a structure for a district-level data team to interpret current data (e.g., asking “What do these data tell us about our strengths and weaknesses in mathematics instruction and learning?”), set priorities for moving forward, and monitor the effectiveness of improvement strategies. 
  • Site-level administrators interested in implementing a systematic approach to data use.  Principals, assistant principals, data coaches, and/or a data team could conduct a series of professional development sessions using the guide to introduce the essential elements of data-based decision making.  Using the guide to create a clear, step-by-step process for using data could provide the structure needed for all stakeholders to make effective use of data for improved learning. 
  • Teacher leaders tasked with determining a specific area of student achievement to target for improvement for the year.  Teacher leaders for each grade level could meet with their colleagues, using the guide to develop a strategy for determining where to focus their improvement efforts.  They could begin with the question, "How are our students performing by subject area?” and examine available data to answer the question.  From the investigation of several data sources, teachers could then develop improvement goals, identify resources necessary to achieve the goals, and determine how progress will be monitored.