Supporting Data-Driven Decision Making in a Canadian School District

Abstract

A main objective in educational settings is to build system and school capacity in data driven decisionmaking and evidence-informed practice in support of the development, monitoring, and measuring of initiatives targeted to support student achievement and well-being. In 2016-2017, the Ottawa-Carleton District School Board (OCDSB) implemented an innovative Data Support Model to provide support to senior staff, school administrators and teams of educators: (1) in the exploration/understanding of data reflecting student achievement/attitudes/ demographics, (2) in the design of school-specific initiatives, and (3) through the development of online and interactive data resource tools. This paper discusses the conceptual framework and collaborative approach of the model, as well as the use and impact of the model. The results indicate a strong positive relation between the Data Support Model and improved Data Literacy at both a systemand school-level. Implications and opportunities for model improvement and growth are discussed. There has been considerable commitment from participants and a continued desire to grow and enhance this model. With time, it is anticipated that student outcomes will also be positively impacted. This approach is unique to this school district and as such, can serve as a valuable model to other school districts.

La investigación educativa como elemento clave en el desarrollo de la competencia emprendedora

“…In nowadays society where ICT are available in our environment, searching for the best data takes us little effort. In any case, it is found that in this process of searching and interpreting information, the institutional help provided to teachers to understand scientific studies has a significant impact on their research literacy (Pagan et al, 2019), as well as the help provided from peers and colleagues, which also seems to have a positive effect when discussing research findings (Means et al, 2010).…”

Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

“…The outcomes of decisions and interventions implemented within the classroom depend on the validity of the inferences drawn from the data. Unfortunately, data literacy tends to be low among school personnel, contributing to this limited use of data in decision making [8,9]; however, supporting staff understanding of data can increase their data literacy [10]. Data literacy concerns the ability to analyse and interpret data so that it can be used to inform practice.…”

“…Additionally, teachers need training in DBDM [10], including in collecting, interpreting, and using CBM and other progress monitoring tools to provide instruction [46]. Without preservice training or additional support, it is unlikely that DBDM will have a positive impact on instruction.…”

Planned organizational change in a professional learning community: implementation and experimentation of a practice-driven decision-making process using local multisource data

“…In addition to these challenges is an observed lack of skills in how to use data management software (e.g., Excel) for more effective practice-related decisions (Villeneuve and Bouchamma 2020), which is why the technological aspect of the decision-making process is so important (Pagan et al 2019). Consequently, addressing school improvement and the skills required for successful pedagogical practices calls for targeted organizational transformations.…”