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Unit Six Using Data-drive decision-making to create action plans

Teacher the Teacher. Unit Six Using Data-drive decision-making to create action plans. Louis Cabuhat Dean of Education. Connecting Your Actions to the Target IMPROVED OUTCOMES. “If you don’t know where you are going, any road will get you there” - Richard S. Sagor. Training Targets.

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Unit Six Using Data-drive decision-making to create action plans

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  1. Teacher the Teacher Unit SixUsing Data-drive decision-making to create action plans Louis CabuhatDean of Education

  2. Connecting Your Actions to the Target IMPROVED OUTCOMES “If you don’t know where you are going, any road will get you there” - Richard S. Sagor

  3. Training Targets (Sagor, 2011) • Performance Targets (INDIVIDUAL OUTCOMES) • Ask yourself, “What are students expected to gain from our ‘actions”? • Improved motivation √ • Improved engagement √ • Realistic goal-setting √ • Improved achievement √ • Process Targets (TECHNIQUES or STRATEGIES) • Development of an Early Warning System

  4. Recap: The path taken motivation • Unit One dealt with • Motivation is driven by emotion According to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13). • Unit two dealt with Learners who are Involved, Interested and Connected are more likely to persist. engagement

  5. Recap goal-setting • Unit three dealt with “Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program” (Morrow & Ackermann, 2012)

  6. Recap Achievement • Unit Four dealt with • Chickering’s Nonlinear Stages of Development • developing competence • managing emotions • moving through autonomy toward independence • developing mature interpersonal relationships • establishing identity • developing purpose • developing integrity.

  7. Recap technology • Unit Five dealt with “Technology enables students to accomplish more than they could without the use of technology” (Heafner, 2004, p. 48).

  8. Unit Six: Using Data-Driven Decision-making to Create Actions Aimed at Student Persistence Learners will be able to: • Define ‘attrition’ as it relates to a postsecondary environment • Apply knowledge of ‘Susan’ to offer actions that influence her outcome(s) • Builda simple, yet effective action plan using a S.W.O.T. (strengths, weaknesses, opportunities and threats) approach • Compose a ‘Data-Driven Decision-making’ model that will be used with Susan

  9. Attrition – What We Know “…student departure from all forms of postsecondary education prior to completion of a credential or degree” (Wellman & Steel, 2012, p. 2) • No one form of behavior adequately labels all dropouts (Tinto, 1987) • Enrollments are on the rise; completion remains flat (Morrow & Ackerman, 2012)

  10. Attrition – A Call to Action • Discovering answers to explain attrition all depends on ‘who’ is doing the questioning. • Plan of Action: • Use history to guide action • Apply a methodical approach • Create flexible plans • Request assistance as needed • Include all stakeholders in the process

  11. How do you begin to write an action plan? • Create a Mindset • Keeping Up! • Not Giving Up! • Doing It! • Connecting (Williams, 2010, p. 364) • Adopt a universal framework

  12. Methodical Approach to Data-Drive Decision-making in Education

  13. BE AWARE! DO NOT FLY BY THE SEAT OF YOUR PANTS!

  14. ‘SWOT’ Approach: Enter Info before making decisions

  15. Return to EduOs.net – This week, your job is to read the evolving scenario and select information that will be used to draft ‘your’ action plan aimed at addressing outcomes.

  16. Susan’s Case Susan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan has demonstrated that she is able to satisfy some assignment deadlines, but she also submits assignments late. Additionally, Susan evidently arrives to class on-time, but there are also several instances when she is not exactly prepared to participate. Recently, Susan explained to her classmates that she is attending college because her ‘parents are paying her way’. Now, after failing her mid-term examination, Susan has agreed to meet with her advisor (YOU) to discuss the situation. You are anxiously awaiting the encounter and, in preparation, you choose to speak with other colleagues at the college to present what you know about Susan (so far). And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. The instructors remind each other of the facts (as known) related to postsecondary student attrition, and then they help you plan an action plan to address Susan’s learning needs.

  17. Reference List Balduf, M. (2009). Underachievement among college students. Journal of advanced academics, 20(2), 274-294. Retrieved from http://www.eric.ed.gov/PDFS/EJ849379.pdf Baxter, J. (2012). Who am I and what keeps me going? Profiling the distance learning student in higher education. International review of research in open and distance learning, 13(4), 107-129. Retrieved from http://www.eric.ed.gov/PDFS/EJ1001708.pdf Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd514ab9-a85f-48c3-9d53-3d83ca6df5e0@sessionmgr112&vid=15&hid=122 Heafner, T. (2004). Using technology to motivate students to learn social studies. Retrieved from http://editlib.org/d/21905

  18. Reference List Ikemoto Schuyler, G., & Marsh, J. A. (n.d.). Cutting through the data-driving mantra: different donceptions of data-driven decision making. Retrieved from https://post.blackboard.com/bbcswebdav/pid-904317-dt-content-rid-5675546_1/courses/EDU515.901034056062/EDU515.901034056062_ImportedContent_20120611073529/MasterCourseEDU515_ImportedContent_20120319113654/MasterCourseEDU515_ImportedContent_20111015103835/Unit 1/Unit 1 - Introduction to Measurement, Metrics and DDDM/embedded/What is DDDM - Ikemoto and Marsh.pdf Laskey, M. L., & Hetzel, C. J. (2010, August 30). Self-regulated learning, metacognition, and soft skills: the 21st century leaner. Retrieved from http://www.eric.ed.gov/PDFS/ED511589.pdf Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), 483-491. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=7&hid=113

  19. Reference List Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin. Tinto, V. (1987, November). The principles of effective retention. Fall conference of the Maryland college personnel association. Retrieved from http://www.eric.ed.gov/PDFS/ED301267.pdf Wellman, J., & Steele, P. (2012, September). Measuring (and managing) the invisible costs of postsecondary attrition. Retrieved from http://www.eric.ed.gov/PDFS/ED536120.pdf Williams, M. G. (2010, November). Attrition and retention in the nursing major: Understanding persistence in beginning nursing students. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=44bc7424-c2fd-431c-bbcc-e0891e243b25@sessionmgr15&vid=5&hid=19

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