Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Course EDUC 5383, Data Based Decision Making
Term Spring 2016, Tuesday (Feb. 23, 2016 – May 10, 2016)
Instructor Dr. Leigh Ann Siaosi
Office Phone and
Email
Office Hours,
Location
Class Meeting
Time and
Location
Catalog
Description
Prerequisites
Required
Textbook and
Resources
Optional
Materials
Course Outcome
Competencies
(808) 292-1736—text and voice
leigh.siaosi@wayland.wbu.edu
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Tuesday Evenings 5:30, WBU Mililani Campus
Use of data to formulate decisions and courses of action. How data improves programs and
decisions. Statistical methods monitors progress, change and trend analysis.
None
Kowalski, T.J., Lasley III, T.J. & Mahoney, J.W. (2008). Data-driven decisions and school
leadership: Best practices for school improvement. Boston, MA: Pearson.
[ISBN-10: 0-205-49668-7]
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Highly Recommended:
(1) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
STUDENT LEARNING OUTCOMES:
1. The student will demonstrate knowledge of statistical inquiry by analyzing sample
assessments and comparing the results with the standard or goal being investigated.
2. The student will demonstrate professional presentation skills by preparing documents or
presentations outlining the findings the analysis.
3. The student will perform appropriate statistical procedures to the data sets provided.
Means for Assessing Student Achievement of the Outcome Competencies:
 Article presentations
 Research proposal and presentation
 Student facilitation of chapter discussions
 Discussion Boards
Attendance All Wayland students are expected to attend every class meeting; the minimum percentage of
Requirements class participation required to avoid receiving a grade of “F” in the class is 75%. Students
who miss the first two class meetings without providing a written explanation to the
instructor will be automatically dropped from the roster as a “no-show.” Students who know
in advance that they will be absent the first two class meetings and who wish to remain in the
class must inform the instructor in order to discuss possible arrangements for making up
absences.
Disability In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Statement Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare various presentations to include presentations for chapter readings and research
paper presentations.
3. Students will prepare written assignments to include a journal deconstruction of a scholarly article
and a research paper. All assignments must be word processed using Times New Roman, 12-point
font, and submitted in accordance with due dates on the course calendar.
4. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to at least three (3) other posts. These discussions are meant to broaden our perspectives
and make informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
5. Article Posts: In order to better understand and participate in the stages of the study of education,
students will be required to post articles according to the relevant topics on BlackBoard. The format
for the articles will be described in class, and when presented they will be graded based upon quality
and relevance to the topic being discussed. They may also be graded based upon the amount of class
discussion that ensues when the summary is presented.
BlackBoard Article Presentations and Interactions
Students will participate in dialogue with colleagues via BlackBoard. You will be expected to post a link to
an article pertaining to the topic of the week and pose a question, reflection, or thought regarding the article
for your colleagues to comment upon. Articles should be posted by Saturday Morning (10:00am) of each
week, allowing enough time for colleagues to add their “Two Stars and a Wonder.” Students will reflect
upon this feedback and present this reflection in class. Students will post one article Weeks 2 thru 9 (eight
articles in total).
Each week students will provide feedback to colleagues on the Article Topic assigned each week, utilizing
the “Two Stars and a Wonder” protocol.
 Two Stars: provide positive comments for two features of the article that you appreciate
 Wonder: a question, suggestion, or comment you have regarding the article.
Facilitation of Chapter Discussions
Students will present to colleagues chapter highlights from one (1) chapter in the assigned text, facilitating a
class discussion (face-to-face). Colleagues are expected to have read the chapter PRIOR to the class
discussion. Any presentation items and handouts should be posted on BlackBoard for colleagues. Sign ups
for chapter presentations will occur at the first class meeting. Presentations are not meant to “teach” the
material as the audience has already read the material, but should highlight key concepts and engage the
class in a discussion/activity around the material in order to deepen everyone’s knowledge. The timeframe
for the presentation/discussion is 30-40 min per chapter.
Journal Deconstruction ( due 4/5/16)
Students will examine one (1) scholarly article relevant to their proposal study. There are three parts to the
deconstruction:
1. Identification of author’s work with APA citation (top of first page),
2. Summary of the main points of the article (1-2 paragraphs), and
3. Analysis and evaluation to look at the strengths and weaknesses of the article (majority of the paper).
Research Paper (due 5/10/16)
Students will complete one research paper for this class. The paper should be a minimum of seven (7) pages
of content, excluding coversheet and references, and should utilize at least seven (7) references; three (3) of
those should be peer-reviewed scholar articles. Students will present a summary of this paper to the class.
Papers must utilize APA format. Topics for papers must be pre-approved by the professor. Papers will be
submitted through BlackBoard. Safe Assignment will be built in to the assignment folder. If Safe
Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for every 10%
over the 20% limit.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Wk/Date
Week 1
2/23/16
Week 2
3/1/16
Week 3
3/8/16
Week 4
3/22/16
Week 5
3/29/16
Week 6
4/5/16
Week 7
4/12/16
Week 8
4/19/16
Week 9
4/26/16
Week 10
5/3/16
Week 11
5/10/16
TENTATIVE COURSE OUTLINE
Topic Activities & Discussions
Readings & Assignments
Review syllabus and course requirements
Read Ch.1
Post on BlackBoard an Article on
“School Reform”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read Ch.2
Chap.1—Problem Solving & Decision Making in
Post an Article relating to “Social Forces
the Context of School Reform
influencing Schools?”
Article Discussions: “School Reform”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read Ch.3
Chap.2—Decision-Making Behavior
Post an Article relating to “Action Theory in
Article Discussions:
Education” (post by Sat. 3/12/16)
“Social Forces influencing Schools?”
Complete 2 Stars & a Wonder
Spring Break—No Class 3/15/16
Presentations & Discussion:
Read Ch. 4
Chap.3—Decision Complexity, Models, and
Post an Article relating to “Group Decision
Action Theories
Making in Schools”
Article Discussions: “Action Theory in Education” Complete 2 Stars & a Wonder
Work on Journal Deconstruction
Presentations & Discussion:
Read Ch. 5
Chap.4—Group Decision Making
Post an Article relating to “Data Rich School
Article Discussions:
Cultures”
“Group Decision Making in Schools”
Complete 2 Stars & a Wonder
Journal Deconstruction due 4/5/16
Presentations & Discussion:
Read Ch. 6
Chap.5—Understanding Data-Driven Decision
Post an Article relating to “Role of Research in
Making
School Improvement”
Article Discussions: “Data Rich School Cultures” Complete 2 Stars & a Wonder
Presentations & Discussion:
Read Ch. 7
Chap.6—Research to Drive Education Decision
Post an Article relating to “Turnaround Schools
Making
and its use of data”
Article Discussions:
Complete 2 Stars & a Wonder
“Role of Research in School Improvement”
Presentations & Discussion:
Read Chs. 8-9
Chap.7—Collecting and Accessing Data
Post an Article relating to “State v.s. National
Presentations:
Standards”
Article Discussions:
Complete 2 Stars & a Wonder
“Turnaround Schools and its use of data”
Presentations & Discussion:
Read Chs. 10-11
Chap.8—Technology and Information Mgmt
Chap.9—Curriculum and Instruction
Work on Final Research Paper
Article Discussions:
“State v.s. National Standards”
Presentations & Discussion:
Final Research Paper
Chap.10—Effective School Improvement
Chap.11—Implementing and Monitoring Decisions
Final Research Paper Presentations (2-3)
Final Research Paper DUE (7 pgs)
Presentations: Final Research Paper
GRADING CRITERIA
Activity
Possible Points
Participation/Class Discussion (10 pts/Wks 2-11)
100
Weekly article posts/Discussion Board Responses (8 @ 20 pts. Each)
160
Chapter Discussion Facilitation
40
Journal Deconstruction—due 4/5/16, week 6
60
Research Paper 7 pages—due 5/10/16, week 11
100
Research Presentation—Weeks 10 & 11
40
TOTAL POINTS
500
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
300-349 points
Below 300 points
I
Incomplete
W
Approved Withdrawal
WP Approved Withdrawal Passing
WF Withdrawal Failing
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You