DataDriven Decision Making

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Data-Driven Decision Making Dynamic Planning

• Paul G. Preuss, Ed.D.
• Allegheny IU 3
• September 15, 2008
• ppreuss_at_roadrunner.com

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Introduction and Hello
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Todays Goal

• To support your capacity to lead your schools
  toward greater student learning
• Through
• understanding the importance of working with
  schools as systems
• understanding the central role of Key Indicators
  of Student Success
• realizing the importance of Root Cause Analysis

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Todays Goal - continued

• Through
• learning the importance of frameworks for using
  multiple data points for reaching better
  decisions
• gaining a better understanding of variation
• considering Dynamic Planning as an option
• chunking the tasks to make it all happen
• looking at district commitment capacity

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Introduction of my vicarious and not so
vicarious colleagues.
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Deming
Senge
Bernhardt
Dr. Russell Ackoff
Preuss
Wheeler
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Todays Overview

• Getting to Know You
• Key Concepts
• Systems Thinking
• Key Indicators of Student Success
• Data-Based Decision Making
• Root Cause Analysis
• Lunch
• Dynamic Planning
• Making it Happen
• Commitment Capacity

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Getting to Know YouLooking at Some Data
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The Pittsburgh Regional Compact 18 of 42 School
Districts 40 of 125,643 students the
Allegheny IU 3
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Loudi 5 Middle School, Hunan, China
http//www.flickr.com/photos/lancewebel/264552869/
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r .95
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7.4
r .21
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r .98
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12.4
r .29
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r .85
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169
r .25
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Mean 13,183
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Mean 13,183
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r -.30
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r .51
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r .51
Pa 14.1
IU 3 10.7
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r .35
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One Last PeekBenchmarking byRanking
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Does Range vary by Size of District?

• 500 999 5.7 (3)
• 1000 1999 11.4 (12)
• 2000 2999 16.0 (7)
• 3000 3999 13.8 (6)
• 4000 4999 14.7 (11)
• 5000 7.3 (3)

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Lets Talk About Systems
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Systems Systems Thinking

• Russell Ackoff systems are not the sum of their
  parts but rather the product of the interaction
  of the parts!

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From www.systems-thinking.org

• A system is an entity which maintains its
  existence through the mutual interaction of its
  parts
• The key emphasis here is one of "mutual
  interaction," in that something is occurring
  between the parts, over time, which maintains the
  system. A system is different than a heap or a
  collection.

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Systems Systems Thinking

• Systems nest within systems (subsystems and
  processes)
• Change in one part of the system typically
  impacts many parts of the system.
• Therefore, no part of the system is independent
  from other parts of the system.
• Systems consist of three basic components
• Inputs
• Processes
• Outputs

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Systems Systems Thinking

• Lets look at a simple system

Input
Process
Output
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Systems Systems Thinking

• Lets look at a school system

Inputs
Outputs
Processes
Student Background Staff Skills
Qualifications Parent / Community
Characteristics Core Values and Beliefs Community
Effort Expectations Learning Standards
Purpose, Mission, Vision Leadership /
Policies Curriculum Program Offerings Staffing
Assignments Instructional Strategies
Materials Assessment Strategies
Materials Professional Development
Student Achievement Graduation Rate Dropout
Rate College / Career Placement Student / Parent
/ Community Perceptions Other Key Indicators
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Systems Systems Thinking

• There are three types of systems
• Natural
• Mechanical (physical / technical)
• Human / Social
• Schools are human / social systems
• (one of many ways to classify systems) Russell
  Ackoff

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System to System Interfaces
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Deming on Systems

• Systems are a network of interdependent
  components that work together to try to
  accomplish the aim of the system.
• What is the aim of the system?
• Its KEY INDICATORS OF SUCCESS!

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SENGE on System Alignment
Although the typical system has aim, subsystems
and processes within are not all oriented toward
that aim.
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SENGE on System Alignment
Systems and subsystems must first be aligned
before the can be empowered otherwise ..
http//www.pde.state.pa.us/pas/lib/pas/moving_forw
ard_as_one.pdf Moving Forward as One - The
Alignment Process - PDE
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SENGE on System Alignment
The system will lose its aim and end up like
this.
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What does all this Mean for Us?

• In order to improve learning instead of
  focusing solely on parts we must turn our
  attention to improving the linkages and alignment
  among all the parts of the system. (A District
  Process)
• We need to seek root causes for failure that are
  typically far removed from the symptoms of
  failure.
• Assessment data, and analysis of assessment
  results, while important in discovering specific
  areas of student strength and weakness, do not by
  themselves lead to root causes for such strengths
  or weaknesses.

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Middle School 1
Middle School 2
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N.Y. HIGH SCHOOL GRADUATION RATES RISE
SLOWLY ASSOCIATED PRESS Last updated 615
pmAugust 11, 2008 Posted 549 pmAugust 11,
2008 Editor's Note To search your school's
graduation rates, click on the PDF, and hit
Control F to search for your county. Schools are
listed alphabetically by county. PDF of New York
School's Graduation Rates New York Post
Tuesday, August 12, 2008
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N.Y. Data from Article

• 2007 Graduation rate 68.6
• 2005 Graduation rate 65.8
• NYC 52 and 46.5
• In NYC 59.5 graduate within 5 years
• In 2007 25,000 drop-outs statewide

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2003 Total Cohort Graduation Rate as of August
2007 Count of Cohort Members Graduated with
Regents or Local Diplomas
ALLEGANY COUNTY ALFRED-ALMOND JUNIOR-SENIOR HS
55 87 ANDOVER HS 38 82 BELFAST HS
35 91 BOLIVAR-RICHBURG JUNIOR-SENIOR HS 73
82 CANASERAGA HS 26
88 CUBA-RUSHFORD HS 84 83 FILLMORE
CENTRAL HS 50 92 FRIENDSHIP
CENTRAL HS 29 79 GENESEE VALLEY
HS 61 90 SCIO CENTRAL HS 34
88 WELLSVILLE SENIOR HS 114
87 WHITESVILLE CENTRAL HS 27 85
Data presented in this report are based on data
submitted by school districts to the data
repository as of July 15, 2008. Students are
reported based on their date of entry in grade 9
and their last enrollment status as reported in
the warehouse.
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2003 Total Cohort Graduation Rate as of August
2007 Count of Cohort Members Graduated with
Regents or Local Diplomas
ALBANY COUNTY ALBANY HIGH SCHOOL HS 561
69 BERNE-KNOX-WESTERLO JR/SR HS 104
86 BETHLEHEM CENTRAL SENIOR HS 434 92 C A
BOUTON MIDDLE/SENIOR HS 123 97 COHOES HS
173 73 COLONIE CENTRAL HS 476
87 GUILDERLAND HS 457 89 HEATLY HS (Green
Island CSD) 28 61 RAVENA SENIOR HS
183 82 SHAKER HS 469 90 WATERVLIET
JUNIOR-SENIOR HS 102 72
Data presented in this report are based on data
submitted by school districts to the data
repository as of July 15, 2008. Students are
reported based on their date of entry in grade 9
and their last enrollment status as reported in
the warehouse.
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Albany County
Allegany County
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Albany County
Allegany County
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Systems in NYS Standards

• Information systems, number systems, systems to
  satisfy human environmental needs, different
  systems, growing systems, systems skills, natural
  constructed systems, economic systems, systems
  within an organization, currency systems,
  operating systems, mail systems, systems
  performance, diagram systems, modify systems,
  major systems, knowledge of systems, existing
  systems, basic systems, franchise systems,
  business systems, systems to manage, various
  technological systems, systems subsystems,
  programming systems, health care systems,
  date-retrieval systems, simple systems,
  distinguishing systems, performance measuring
  systems, social/cultural, political, economic
  religious systems, governmental systems,
  democratic systems, justice systems, writing
  systems, clan system.

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Resources Teaching Systems

• www.thesystemthinker.com
• www.pegasuscom.com
• www.systems-thinking.org
• www.pimaregionalsupport.org/systems/overview
• www.aasa.org/leadership/content.cfm?ItemNumber979
  9

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Table Talk

• Am I working in a system or in a collection of
  school parts?
• If a system what can I do to strengthen the
  system?
• If a collection of school parts what can I do
  to help make it more of a system?
• Questions about systems or Getting to Know
  You.

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Key Indicators of Student Success

• A student-focused measurable result that the
  school has the ability, desire, or need to
  influence and for which it is willing, or
  required, to be held accountable.

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Mission The mission of the Queensbury Union
Free School District is to empower all students
to be lifelong learners, inspired to pursue their
dreams and to contribute to the global community.

• Strategic Objectives by 2010
• Each student will continually choose and
  participate in activities that benefit the global
  community
• Each student will continually discover and pursue
  his/her interests by formulating related
  questions, seeking information and demonstrating
  new understandings.
• Each student will continually articulate and
  evaluate his/her dreams, develop plans and
  demonstrate action consistent with those dreams.

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Mission The Herkimer County Board of
Cooperative Educational Services will provide
quality, innovative services for students,
schools and community through achievement of
shared goals in a focused cooperative manner to
meet the challenges of the future.
Strategic Objectives - To provide
comprehensive, life long educational services for
the students, schools, and community. -To
initiate, facilitate and implement cooperation
among and between agencies in the private and
public sector. -To insure that upon completion
of BOCES programs, students will possess the
competencies for success.
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Mission The Herkimer County Board of
Cooperative Educational Services will provide
quality, innovative services for students,
schools and community through achievement of
shared goals in a focused cooperative manner to
meet the challenges of the future.
Strategic Objectives - To provide
comprehensive, life long educational services for
the students, schools, and community. -To
initiate, facilitate and implement cooperation
among and between agencies in the private and
public sector. -To insure that upon completion
of BOCES programs, students will possess the
competencies for success.
KEY INDICATORS HANG HERE
KEY INDICATORS HANG HERE
KEY INDICATORS HANG HERE
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Binghamton City School District, New York

• Mission
• Provide a rich environment for quality learning.
• Guiding Principles
• Be the district of choice and the benchmark for
  New York State.
• Offer cutting edge programs and opportunities for
  all students.
• Promote a positive image of public education.

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Binghamton City School District Strategic Plan
2006 09 Target
Grade 3-8 ELA Math performance index 150 gt
150 Regents exams cohort passing with gt 65
after four years () 64 gt 95 AYP targets
met () 86 100 Attendance avg. daily
() 93 gt 95 Attendance period by period
() N/A TBD Suspension () 12 lt
3.5 Grad rate cohort after 4 yrs () 75 gt
80 Drop out cohort after 5 yrs () 15 lt5
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Approved Standards for Persistently Dangerous
Schools - PDE
Persistently Dangerous School shall mean any
public elementary, secondary, or charter school
that meets any of the following criteria in the
most recent school year and in one additional
year of the two years prior to the most recent
school year (1) for a school whose enrollment
is 250 or less, at least 5 dangerous incidents
(2) for a school whose enrollment is between 251
to 1000, a number of dangerous incidents that
represents at least 2 of the schools
enrollment or (3) for a school whose enrollment
is over 1000, 20 or more dangerous incidents.
Dangerous incidents shall include (1) both
weapons possession incidents resulting in arrest
(guns, knives, or other weapons) and (2) violent
incidents resulting in arrest (homicide,
kidnapping, robbery, sexual offenses, and (3)
aggravated assaults) as reported on the Violence
and Weapons Possession Report (PDE-360).
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2005-2007 Student Achievement Improvement Targets
Every improvement plan must address the
following areas of student success 1. READING
At least 54 of all students will be proficient
in Reading, as measured by the annual state-wide
PSSA assessments. 2. MATHEMATICS At least 45
of all students will be proficient in
Mathematics, as measured by the annual state-wide
PSSA assessments. 3. STUDENT PARTICIPATION IN
STATE ASSESSMENTS At least 95 of eligible
students will participate in required state-wide
assessments. 4. STUDENT ATTENDANCE (any school
that does not graduate seniors) Student
attendance will meet a 90 threshold and/or show
growth. 5. FOUR-YEAR GRADUATION RATE (for
districts and schools that graduate seniors)
Graduation Rate will meet an 80 threshold and/or
show growth. If your school/district has
already met these targets for all students and
student sub-groups, consider setting your own
challenging, stretch targets that will ensure
continuous improvement of instructional practices
and student achievement. Similarly, a
school/district that does not meet the
improvement target for two years in a row for
all students or for student subpopulations is
required to develop an improvement plan.
http//www.pde.state.pa.us/pas/lib/pas/student_ach
ievement_improvement_targets.pdf
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1. READING At least 54 of all students will be
proficient in Reading, as measured by the annual
state-wide PSSA assessments.
2. MATHEMATICS At least 45 of all students
will be proficient in Mathematics, as measured by
the annual state-wide PSSA assessments.
3. STUDENT PARTICIPATION IN STATE ASSESSMENTS
At least 95 of eligible students will
participate in required state-wide assessments.
4. STUDENT ATTENDANCE (any school that does not
graduate seniors) Student attendance will meet a
90 threshold and/or show growth.
5. FOUR-YEAR GRADUATION RATE (for districts and
schools that graduate seniors) Graduation Rate
will meet an 80 threshold and/or show growth.
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Directions Use your district AYP data to
prioritize areas of concern for
Attendance/Graduation.
Directions What needs to be done to address the
concerns in Step 1?
Source PDE - District Improvement Planning
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Directions What READING professional
development will the district provide?
Set district-wide goals for participation,
attendance or graduation
Best Evidence Encyclopedia high-quality
evaluations of educational programs.
www.bestevidence.org What Works Clearinghouse
source of scientific evidence for what works in
education. ies.ed.gov/ncee/wwc
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Directions Use your district AYP data to
prioritize areas of concern for
Attendance/Graduation.
Directions What needs to be done to dissolve
the Root Causes identified in Step 2?
Source PDE - District Improvement Planning
Suggested Revision
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Push or Pull

• Push Concepts focused on means
• Phil Schlecty Center for Leadership in School
  Reform
• Lawrence Lezotte Correlates of Effective Schools
• Willard Daggett Int. Center for Leadership in
  Education
• Pull Concept focused on ends
• Key Indicators of Student Success

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Greatness is not a function of circumstance.
Greatness, it turns out, is largely a matter of
conscious choice, and discipline. Jim Collins
in Good to Great and the Social Sectors 2005
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Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

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Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

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Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

78
Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

79
Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

80
Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

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Data-Based Decision Making

• DBDM is a system of deeply rooted beliefs,
  actions, and processes that infuses
  organizational culture and regularly organizes
  and transforms data to wisdom for the purpose of
  making organizational decisions.
• In schools we are most focused on those decisions
  related to the improvement of student learning,
  progress and achievement

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Transforming Data

• Data into Information
• Information into Knowledge
• Knowledge into Understanding
• Understanding into Wisdom
• We triangulate data with other data..
• We use data to flag issues of concern..
• We use data to seek cause
• We use data to monitor and adjust..
• We use data to inform and guide discussion..
• We use data to inform and guide decisions

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Jim Cox

• www.portical.org/cox1more.html
• Technology Information Center for Administrative
  Leadership (TICAL)
• Referenced on page 9 of my text..
• Read statement from Jim Cox

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Bernhardts Multiple Measures of Data
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Victoria Bernhardt leads us out of the Data
Swamp!

• Student Demographic Data
• School Process Data
• Student Learning Data
• Stakeholder Perceptive Data

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Education For the Future Survey
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Education For the Future Survey
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We Understand That

• All Systems Vary
• Therefore all data varies.
• There are two types of variation
• Normal Variation
• Special Cause Variation
• It is essential to know the difference.
• A tool to use .. Control charts

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Middle School 1
Middle School 2
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Data Driven Dialogue - PDE

• http//www.pde.state.pa.us/pas/lib/pas/DataDrivenD
  ialogue.pdf
• 2002

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NY Times 8/31/08Lines and Bubbles and Bars,
Oh My! New Ways to Sift Datawww.many-eyes.comN
orthstar Nerd Tutorialsblog at
econtent.typepad.com
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When analyzing information, no single person
knows it all. When you have a group look at
data, you protect against bias. You get more
perspectives, and this can lead to more reliable
decisions.Pat HanrahanProfessor of Computer
ScienceStanford UniversityNY Times 8/31/08
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The conversation about data is as important as
the flow of data from the database.Martin
WattenbergWatson Research Center of
IBMCambridge, Mass.NY Times 8/31/08
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Presenting results in a static spreadsheet or
table may do the job. But sometimes its like
driving with your eyes closed. With
visualization, it might be possible to open your
eyes and see something that will help you for
instance, patterns, clusters, gaps, or outliers
in the data.Ben SchneidermanProfessor of
Computer ScienceUniversity of MarylandNY Times
8/31/08
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Data Visualization

• Information Graphics
• Information Visualization
• Statistical Graphics
• Scientific Visualization
• Etc. etc. etc.

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Charles Minardi 1781-1870 (Chart made in 1869)
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Root Cause Analysis
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Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

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Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

108
Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

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Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

110
Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

111
Root Cause Analysis

• The process of identifying the deepest underlying
  cause, or causes of positive or negative symptoms
  within any system, which, if dissolved, would
  result in the elimination, or substantial
  reduction of the symptom.

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RCA Rests Upon

• Systems Thinking
• Key Indicators of Student Success
• Data-Based Decision Making

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RCA

• Helps dissolve the problem not just the
  symptom
• Eliminates patching wasted effort
• Conserves scarce resources
• Induces discussion and reflection as well as the
  melting of preformed inaccurate judgments
• Provides the rationale for strategy selection.

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The Modalities of RCA

• Negative Reactive
• Negative Proactive
• Positive Reactive
• Positive Proactive

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RCA Levels

• The Incident
• The Program or Process
• The Systemic
• The External

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RCA Tools

• Questioning Data Process
• Diagnostic Tree
• Creative Root Cause Analysis Team Process
• Five Whys
• Force Field Analysis
• Barrier Analysis

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Table Talk

• Do I know what the Key Indicators of Student
  Success are for my school context? If not, how
  can I go about identifying them?
• Do I understand variation and make use of my
  understanding in making use of data?
• When I am in a group dealing with a problem do we
  stop to identify root cause? If not why not?

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Dynamic Planning

• An answer for an open and continuous planning
  process that can successful deal with the
  increasingly dynamic demands being placed upon
  schools.

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Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

120
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

121
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

122
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

123
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

124
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

125
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

126
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

127
Dynamic Planning

• Is an inclusive, continuous, data-based process
  that creates linkages among all other school
  system processes, focuses them on improvement of
  key indicators of student success, and becomes
  the primary agenda by which the school system
  organizes its work.

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Metro High School Freshman Math Results by
Average Teacher Given Grade
What do we see in this data?
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Dynamic Planning

• The Adoption Stage
• The Implementation State
• The Expansion Stage
• The Optimizing Stage

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The Adoption Stage

• Leadership Commitment to continuous improvement
  change
• Leadership awareness understanding of key
  concepts (reading/study/training)
• Leadership Commitment to Dynamic Planning
  (systems, KISS, data, resources)
• Develop an Implementation Plan

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The Implementation Stage

• Implement the Implementation Plan
• Monitor Evaluate the Imp. Plan
• Begin integrating DP into the daily work of the
  school inclusion in agendas.
• Pick the low fruit first.
• Slowly moving school toward DP
• Grow the infrastructure

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The Expansion Stage

• DP Broadens across School District
• Other processes become more Dynamic
• DBDM becomes the norm
• Barriers lower disappear
• Focus on KISS increases
• System becomes more responsive

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The Optimizing Stage

• The transition from static planning to DP has
  been made.
• The District is active, fluid, moving,
  energetic, powerful and non-static.
• Must fine tune DP continue to learn
• Move on to the higher more difficult fruit
• Focus on KISS increases
• System becomes more responsive
• Internal knowledge networks
• Pedagogical Content Knowledge
• Systems Process Knowledge

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Table Talk

• How important is the planning process to you
  right now? (Scale 1 to 5) Least to Very
• Would Dynamic Planning make any difference?
• Positives and Negatives that you see for DP.

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Making it Happen Steps 1-12

• Identify KISS
• Identify what measures will be used to assess
  KISS
• Conduct a data inventory
• Note format of data gate keeper
• Identify what additional data is needed to
  measure KISS

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Making it Happen Steps 1-12

• Develop a plan to obtain the additional data
  this may take time
• Make use of the data in assessing each KISS
• Conduct a Gap Analysis
• Where are we?
• Where do we want to be?
• Conduct Root Cause Analysis for most important
  gaps
• Select remedies, interventions, strategies, to
  dissolve the root cause(s)

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Making it Happen Steps 1-12

• Develop an implementation plan and schedule and
  assign responsibility
• Monitor the plan are we doing what we said we
  would do?
• Evaluate the plan is it making a difference?
• Continue the process

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Making it Happen Steps 13-18

• Establish a Data Warehouse
• Identify the Data Elements
• Establish Data Standards and Requirements
• Bring on Board Technical Assistance Statistical
  Assistance
• Identify the Schools Chief Information Officer
  (CIO)
• Make the warehouse easily accessible to teachers,
  administrators other staff

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District Commitment/Capacity Scale
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District Commitment Elements

• Leadership
• Assignment of Resources
• Constancy of Purpose
• Focus on Student Results
• Sincerity of Effort
• Hard Work
• Integration within System
• Involvement of Stakeholders
• Organizational Buy-In

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District Capacity Elements

• Understanding of the Process
• Technical Skills
• Dynamic Planning
• Distributed Leadership
• Communication
• Data
• Implementation
• Monitoring Evaluation
• Organizational Learning
• Trust

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School Districts A, B, C, D
A
B
C
D
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Greatness is not a function of circumstance.
Greatness, it turns out, is largely a matter of
conscious choice, and discipline. Jim Collins
in Good to Great and the Social Sectors 2005
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