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    Scenario 8 - The Effective Decision

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    richsmart
    The document discusses an increase in the number of students eligible for free and reduced meals (FARMS) at three schools, and references a book and article about decision-making traps that administrators should be aware of when analyzing data like standardized test scores, such as confirmation bias and relying too heavily on initial instincts. It asks readers to consider which traps could impact administrators reviewing FARMS data and what steps leadership should take to avoid these traps.

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    Scenario 8 - The Effective Decision

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    richsmart
    53 views3 pages
    The document discusses an increase in the number of students eligible for free and reduced meals (FARMS) at three schools, and references a book and article about decision-making traps that administrators should be aware of when analyzing data like standardized test scores, such as confirmation bias and relying too heavily on initial instincts. It asks readers to consider which traps could impact administrators reviewing FARMS data and what steps leadership should take to avoid these traps.

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    The document discusses an increase in the number of students eligible for free and reduced meals (FARMS) at three schools, and references a book and article about decision-making traps that administrators should be aware of when analyzing data like standardized test scores, such as confirmation bias and relying too heavily on initial instincts. It asks readers to consider which traps could impact administrators reviewing FARMS data and what steps leadership should take to avoid these traps.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    53 views3 pages

    Scenario 8 - The Effective Decision

    Uploaded by

    richsmart
    The document discusses an increase in the number of students eligible for free and reduced meals (FARMS) at three schools, and references a book and article about decision-making traps that administrators should be aware of when analyzing data like standardized test scores, such as confirmation bias and relying too heavily on initial instincts. It asks readers to consider which traps could impact administrators reviewing FARMS data and what steps leadership should take to avoid these traps.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    At the three schools in our cohort (Sussex Elementary, Deep Creek Middle, and

    Chesapeake High) we are experiencing an increase in the number of FARMS students


    throughout our community. Conventional wisdom may associate FARMS and lower
    socio-economic status with school performance and a corresponding decrease in overall
    MSA/HSA scores.

    Based on our reading, The Hidden Traps in Decision Making by Hammond, Keeney, and
    Raiffa, there are many traps that school-house decision makers and community
    stakeholders can fall into when analyzing data such as MSA/HSA.
    http://bcps.mdk12online.org/content/Castellani/Fall09/session
    %207%20hiddentraps/Hidden_Traps_in_Decision-Making.pdf

    Several of the traps described in the article are:


    • The Status Quo Trap biases us toward maintaining the current situation even
    when better alternatives exist.
    • The Sunk-Cost Trap inclines us to perpetuate the mistakes of the past.
    • The Confirming-Evidence Trap leads us to seek out information supporting an
    existing predilection and to discount opposing information.
    • The Framing Trap occurs when we misstate a problem, undermining the entire
    decision-making process.

    The article states that the best way to avoid all traps is always awareness – forewarned is
    forearmed! The book Blink by Malcolm Gladwell also discusses decision-making traps,
    and how we often rely on our initial instincts (the thinking that occurs in the blink of an
    eye). Is that process effective or are our best decisions made when we have the
    opportunity to carefully evaluate all available and relevant data?

    Consider the FARMS data provided:

    • When evaluating the FARMS data, which of the above traps could impact
    decision-makers as they review school-wide data?
    • What are steps the school leadership needs to take to avoid these traps?
    Baltimore County : Sussex Elementary (ID:1513)
    AYP Assessments Demographics
    ELEMENTARY
    Special Education • Limited English Proficient • FREE/REDUCED MEALS • Title I • 504

    Baltimore County : Deep Creek Middle (ID:1557)


    AYP Assessments Demographics
    MIDDLE
    Special Education • Limited English Proficient • FREE/REDUCED MEALS • Title I • 504
    Baltimore County : Chesapeake High (ID:1574)
    AYP Assessments Graduation Demographics
    HIGH
    Special Education • Limited English Proficient • FREE/REDUCED MEALS • Title I • 504

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