Data-Based Problem Solving and Decision-Making

• 2.1: The District Implementation Team uses an effective continuous improvement process that includes all the following:
  • Needs are assessed by system data, both aggregated and disaggregated, to determine current staff and student needs, assets, gaps, and resource allocation within the district.
  • Problem analysis (including root cause and contributing factors) is conducted to prioritize needs and define measurable goals.
  • Selection and alignment processes are used to identify strategies to achieve identified goals.
  • Implementation and evaluation plans are used to ensure effective implementation, anticipating, and responding to barriers, and monitoring for adjustments needed to achieve intended outcomes.
  • Resources are mapped, aligned, and reallocated in response to plans and outcomes (e.g., fiscal, personnel, time, facilities).

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• 2.2: The COMTSS District Implementation Team ensures time and resources are allocated to support ongoing, high-quality professional learning for the district and schools on continuous data-based problem solving and decision-making.

• 2.3: The COMTSS District Implementation Team uses multiple types of data, including coaching effectiveness data, to inform decision-making, implementation, and evaluation at the systems level.

• 2.4: The COMTSS District Implementation Team collects, analyzes, and disaggregates district capacity and implementation data at least twice a year for the purpose of examining trends and systemic issues. 

• 2.5: The COMTSS District Implementation Team selects, uses, and maintains an efficient data management system at the district and school levels that provides timely, valid, reliable, and accurate data and information. 

• 2.1: The School Implementation Team develops and uses a problem-solving culture of continuous improvement that extends from the school to the classroom to the individual student level.
  • Needs are assessed by system data, both aggregated and disaggregated, to determine current staff and student needs, assets, gaps, and resource allocation within the district.
  • Problem analysis (including root cause and contributing factors) is conducted to prioritize needs and define measurable goals.
  • Selection and alignment processes are used to identify strategies to achieve identified goals.
  • Implementation and evaluation plans are used to ensure effective implementation, anticipating, and responding to barriers, and monitoring for adjustments needed to achieve intended outcomes.
  • Resources are mapped, aligned, and reallocated in response to plans and outcomes (e.g., fiscal, personnel, time, facilities).
     
• ​2.2: The COMTSS School Implementation Team ensures time and resources are allocated to support ongoing, high-quality professional learning for staff on continuous data-based problem solving and decision making.

• 2.3: The COMTSS School Implementation Team uses multiple types of data, including coaching effectiveness data, to inform decision-making, implementation, and evaluation at the system and student levels.

• 2.4: The COMTSS School Implementation Team collects, analyzes, and disaggregates school implementation, and student-level data at least twice a year for the purpose of examining trends and systemic issues.

• 2.5: The COMTSS School Implementation Team develops a short-cycle action plan to determine progress and next steps for implementation within a continuous improvement cycle.

Practice profile - district (PDF)

Practice profile - school (PDF)

Practice profile - district and school (PDF)

Practice profile - regional (PDF)

Practice profile - regional & district (PDF)