Data-driven School Improvement: Effective Use of Data
Proverbs 1:5; Psalms 82:3-4; 1 Timothy 3:4-5
Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. Initial posts should be 250-300 words.
Unit 3: Discussion Question (10 points)
Using ‘Flowcharting’ information in the Bernhardt text, analyze your current school’s process for use of data. Mention the origin of the process and the level of success experienced while following the process. Note how you determined if the process has been successful or not.
Requirements: Each response to a classmate must be at least 100 words. Three responses to classmates are required.
Sample Answer
In analyzing my current school’s approach to data-driven improvement through the lens of Victoria Bernhardt’s flowcharting methodology, it becomes clear that our process is largely cyclical but decentralized. Bernhardt emphasizes that for data to be effective, it must move from a mere collection of numbers to a structured "process of inquiry."
Analysis of the Current Data Process
Currently, our school utilizes a "Top-Down Data Push" model. The origin of the process is state-mandated standardized testing results and quarterly benchmark assessments provided by the district. These data points are funneled through the administrative team and then presented to Department Leads.
Following Bernhardt’s flowcharting logic, the process can be mapped as follows:
Data Ingestion: Collection of summative scores.
Disaggregation: Breaking data down by demographic and grade level.