EFND 715 DATA-DRIVEN DECISION-MAKING PLAN INSTRUCTIONS
KEY COMPONENTS OF ASSIGNMENT
This assignment has 6 main components based on the Best and Bracey texts and the 4 Key Principles of Data-Driven Instruction: (1) Assessment, (2) Analysis, (3) Action, and (4) Culture.
Assessment: Utilizing the 5 core drivers for assessment, create a logic model detailing how you will conduct assessments and utilize the data from those assessments to make data-informed decisions to improve instructional strategies and learning outcomes.
Analysis: Utilizing the 5 core drivers for analysis, give specific examples of how you will collect, organize, and analyze the data and report your findings. What strengths and opportunities for growth can you identify?
Action: Identify the strategies from Chapter 3 in the Bambrick-Santoyo text that would best fit your educational context and create an action plan to utilize this school year to help you make data-driven instructional decisions to improve student learning outcomes.
Culture: Create an assessment calendar that you can use this school year to monitor student learning. How can you cultivate a data-driven decision-making culture in your school?
(5) The purpose of the Best text was to introduce you to a new way of reading data and literature: with healthy skepticism, using critical thinking skills to determine the validity of the findings and the quality of the representation of those findings. What strategies will you utilize to ensure that the data you use to construct your strategic plan for data-driven instruction is reliable and that your results are accurately reported?
(6) Which of Bracey’s principles can you see at work in the data-driven decision-making processes you have outlined in this assignment?
RESOURCES
Bambrick-Santoyo, P. (2019). Driven by data 2.0: A practical guide to improve instruction. Jossey-Bass. (ISBN 978-1119524755)
Best, J. (2013). Stat-spotting: A field guide to identifying dubious data (2nd ed.). University of California Press. (ISBN 978-0-520-27998-8)
Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Heinemann. (ISBN 0-325-00858-2)
RUBRIC
Component
Exceptional
Acceptable
Unacceptable
Points
Introduction
The introduction is clear, identifies all topics covered in the paper, is well organized, and flows well.
The introduction identifies the key components of the paper but lacks flow.
The introduction is vague or missing. It is not clear how the paper is organized.
5
Assessment
The logic model includes all 5 core drivers for assessment. It is clear how the assessments will be conducted. It is clear how the data will be utilized to make informed decisions to improve student learning outcomes.
The logic model includes all 5 core drivers for assessment. It is unclear how the assessments will be conducted and how the data will be utilized to make informed decisions to improve student learning outcomes.
The logic model is vague or missing and does not include all 5 core drivers for assessment. There is a total lack of clarity of how assessment will be utilized to drive the decision-making process to improve student learning.
5
Analysis
Utilized the 5 core drivers for analysis, and gave specific examples of how you will collect, organize, and analyze the data and report your findings. Identified strengths and opportunities for growth.
The 5 core drivers for analysis were utilized, but the examples of how you will collect, organize, and analyze the data and report the findings need clarity. The strengths and opportunities for growth are present.
The 5 core drivers for analysis are not included and it is not clear how the data will be collected, organized, and analyzed to inform instructional strategies. Strengths and opportunities for growth were not identified.
5
Action
Several strategies from Bambrick-Santoyo will be applied in your educational context. An action plan that details how those strategies will be implemented in your school is clear and has SMART goals. It is clear how these strategies will support your efforts to make data-driven instructional decisions to improve student learning outcomes.
Less than 3 strategies from Bambrick-Santoyo were applied in your educational context. The action plan details how the strategies will be implemented in yourchooll, but the goals lack clarity. The connection between your strategies and their impact on your data-driven instructional strategies and improvement of student learning is vague.
It is unclear or vague which of the Bambrick-Santoyo strategies will be applied in your educational context. The action plan lacks clarity and SMART goals. It is unclear how the strategies you chose will support your efforts to make data-driven instructional decisions to improve student learning outcomes.
5
Culture
The assessment calendar clearly delineates how frequently you will monitor student learning outcomes and identifies assessment strategies. It is clearly articulated how you can create a data-driven decision-making culture in your school.
The assessment calendar delineates how frequently you will monitor student learning, but the assessment strategies you will use are not clear. The ways you can create a data-driven decision-making culture need clarification.
The assessment calendar is missing or vague and unclear how you will create a data-driven decision-making culture in your school.
5
Best Application
It is clear how healthy skepticism promotes critical thinking and analysis of the data to inform your data-driven instructional strategies to improve student learning outcomes. It is clear which strategies you will utilize to ensure your data-driven instructional strategies are reliable and that your results are accurately reported.
Healthy skepticism is addressed and how it informs your data-driven instructional strategies is discussed. It is unclear which strategies you will use to determine if your data-driven instructional strategies are reliable and accurately reported.
It Is unclear how healthy skepticism promotes critical thinking and analysis of the data to inform your data-driven instructional strategies. It is unclear how you will determine if your strategies are reliable and accurately reported.
5
Bracey Application
At least 2 of Bracey’s principles were applied in your data-driven decision-making processes. It is clear how those principles informed your thinking.
1-2 of Bracey’s principles were applied in your data-driven decision-making processes. How those principles informed your thinking lacks clarity.
Bracey’s principles were not applied in your data-driven decision-making processes and you did not articulate how they informed your thinking.
5
Summary
A clear and concise summary of the content is provided, and the most valuable thing you learned from this assignment is identified.
A summary of the content is provided but it is unclear what you learned from this assignment
The summary is either missing or vague and you did not identify what you learned from the assignment.
5
APA
There were no APA errors, there were no grammatical or mechanical errors in the paper.
There were less than 5 APA, grammatical, or mechanical errors in the paper.
There were more than 5 APA, grammatical, or mechanical errors in the paper.
10
TOTAL
50
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