School Improvement in Maryland

Toolkit for a Data-Driven Culture

This section includes tools for school leaders and team members to use in preparing teachers for the most effective use of the Classroom-Focused Improvement Process. It includes a PowerPoint presentation, handouts, and needs assessment tools for use in:

  • Determining staff beliefs about the assessment process and the value of using data as a major driver of school progress
  • Introducing to the staff the rationale for and the background of the Classroom-Focused Improvement Process (CFIP)
  • Determining your school's readiness to implement CFIP effectively
  • Analyzing your school's capacity to improve and to act on your findings
  • Identifying sources of data to use with CFIP
  • Sharing sample templates that teams might produce as a result of CFIP meetings
  • Answering frequently-asked questions about CFIP
  • Assessing your school's progress in the implementation of CFIP after a year or two of its use

DATA ANALYSIS IN YOUR TEAM

TEAM _______________________________

This self-assessment may be used to analyze the data conversations in your department or team. Be ready to provide specific and concrete examples to support your perceptions.

DATA ANALYSIS IN YOUR DEPARTMENT OR TEAM . . . EVIDENCE THAT SUPPORTS YOUR PERCEPTIONS
  1. Is data analysis done using real-time (current) data at least once every two weeks?

  1. Do data analysis sessions use a decision-making process that enables participants to build on their work in previous sessions and not repeat the same issues over and over?

  1. Are team decisions captured in an easy-to-use template?

  1. Do data analysis sessions dig down into the data to uncover whole class strengths and weaknesses as well as individual students' learning needs?

  1. Do data analysis sessions result in enrichments and interventions for individual students that can be re-directed frequently if they are not working?

  1. Do data analysis sessions result in improvements in subsequent instruction that are carried out at a high level of quality?

  1. Do data analysis sessions have meaning for teachers (that is, do teachers believe them to be a worthwhile use of their time)?