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The Role of Leadership in Data Based Decision Making

To harness the power of data-driven decision-making and significantly impact student success, we must first build a strong foundation. This begins with the leadership at the top of our districts, particularly the Executive teams. One of their key responsibilities is supporting MTSS policies that establish the framework for data-driven decision-making. The Washington State School Directors Association (WSSDA) provides model policies to guide school boards in developing effective governance practices.

While WSSDA may not always use the exact terminology we currently rely on, it is crucial for our Executive teams to work with the School Board to identify the right policies that align with our data-based decision-making approach or, in some cases, to create new policies that best reflect how our district will implement DBDM.

Key Questions for Leadership:

• Where is it articulated that it is an expectation for staff to use data to drive instructional decisions?
• What are our district’s beliefs regarding the value of using data to drive program instructional and resource decisions?

Building Procedures for Successful Data Implementation

Once policies are established, the District Implementation Team (DIT) can develop the procedures needed to translate data-based decision-making practices into actionable strategies throughout the district. It all starts with one key question: How can we ensure consistent, reliable, and aligned data systems and assessment practices that effectively support student needs in academics, behavior, attendance, and social-emotional development?

Critical Considerations:

• What data warehouses and platforms are used to collect, store, and analyze data?
• What is our support system for ensuring staff have access and are equipped to use the platforms?
• What types of data do we collect and for what purpose through the tiered system?
• How do we ensure that the data we collect is of high quality?

To answer this, we must first assess the data platforms and systems currently used to collect, store, and analyze information. Equally important is ensuring that staff have the necessary access and support to effectively utilize these platforms. Does our Tiered triangle also outline the interventions and supports for staff? It’s crucial that our professional development calendars integrate ongoing support for both accessing and inputting data. At Tier 1, we need to ensure that all staff have annual training that provides a solid foundation. From there, we must build layered supports to provide additional assistance for those who require extra guidance in using the data systems effectively.

Assessing and Understanding Data: What Do We Collect?

As we move forward, it’s important to ask: Do we know what types of data we are collecting—academic, behavioral, social-emotional, and so on—and the specific purpose behind each type within our tiered system? How do we ensure the data we collect is of high quality?

To answer these questions, it’s essential for districts to routinely conduct an assessment inventory and document the assessments being used. This process not only helps align what schools are using across the district but also provides an opportunity to identify gaps or unnecessary assessments. We must avoid the trap of assessing students merely for the sake of assessment. It’s critical that each assessment in the inventory serves a clear purpose, with scheduled times to review and use the data for decision-making.

Types of Data to Ensure High-Quality Decisions:

• Fidelity Data: Are we doing what we said we’d do?
• Screening Data: Who needs additional support? Does our Tier 1 system need to be supported?
• Diagnostic Data: What specific supports are needed?
• Progress Monitoring Data: Are the supports changing student trajectories in a positive direction?
• Outcome Data: Are students performing better overall?

Building a Data-Driven Culture through Professional Development

When reviewing the Professional Development Calendar, we must ensure staff understand the types of data being collected in the district and the purpose for collecting it—both for student improvement and staff development. Can staff articulate the need for the following assessment types?

Integrating this understanding into professional development helps create a unified approach to data usage across the district. It also ensures that all stakeholders are aligned on the purpose and significance of data collection in driving decision-making processes.