The first three articles in this series outlined the key aspects of data-based practice, common barriers to using data and ways to overcome those barriers.  In this final article, we draw on the findings from our statewide research in New York to offer reflection points and suggestions for deepening data-based practice in your district or school.  Whether you're just beginning to incorporate student performance data into your practice or a seasoned educator who is fluent in data analysis, interpretation and application, we hope the following questions provide actionable reflection points for extending your data-based practice.

How will the necessary personnel access student performance data?  What existing data systems and applications are available to you? Available to administrators? Teachers? At what cost?  Do these systems and applications provide users with electronic access to data, hard copy access or both?  Are data presented in ways that enhance users' capacities to use data?  How user-friendly is the system?  How valid and accurate are the data contained in these systems?  Does the system allow users to manipulate data themselves?    

What existing knowledge, skills and abilities do you and your colleagues currently have surrounding data use?  How often are various analyses performed and interpretations made?  How often are findings from these analyses applied to programmatic and instructional practices?   How often do you and your colleagues consider student performance data when selecting instructional materials?  Who is involved in each of these processes? 

What professional development opportunities exist to extend practitioners' interactions with performance data? To whom are these opportunities available?  How often?  What content and delivery formats does professional development of this kind include?  Who provides this professional development (e.g. regional education service centers, in-house district or school personnel)?  Do these opportunities meet practitioners' needs?  How do you know?

What are the district and school cultures toward using student performance data to inform decision making and instruction?  What messages do leaders convey about assessing student learning and analyzing the findings from assessments?  How often do discussions that involve student performance data take place?  Who is involved in those discussions?  Does the district or school have a process in place for analyzing, interpreting and/or applying data to instruction?  Are local resources (e.g. time, personnel, professional development opportunities) to support data analysis, use and application accessible to all necessary personnel?

With unlimited resources, what would ideal data-based practices look like in your district and schools?  Would these practices look different for administrators, teachers and other types of personnel?   What would the goals of this data-based practice be?

Whether data-based practice in your district or school is precipitated by the requirements of No Child Left Behind or other factors, developing such an approach often involves a shift in thinking about teaching and learning that can be difficult to attain locally.  This four-part series on data-based decision making builds on the experiences of educators across New York State to help you and your colleagues implement data-based practice that fits with your local needs.  For more information on developing or evaluating your data-based decision making initiatives, go to www.hezel.com/DDDM.