October 10, 2013

Data-Driven Decision Making:

Data Analysis in the Common

Core Classroom

Jayme Tighe, Sr. Manager of School Improvement

Jessica Cubellis, Manager of School Improvement

OBJECTIVES

Participants will:

• Increase their effectiveness in

learning to interpret and apply

student data to the classroom and

lab instruction

•Receive strategies for incorporating

data into the classroom

RESEARCH

Studies indicate that effective use of

data to make decisions enhances the

ability of schools to become learning

organizations by directing continuous

improvement efforts.

RESEARCH

•First and foremost, data inform

instructional strategies. They help

teachers decide how to pace their

instruction, align their lessons to

standards, identify lessons for

re-teaching, guide their flexible

grouping of students, and target

students for intervention.

RESEARCH

•Data driven practices can foster a

culture of inquiry and work to

reinforce school priorities by providing

supplemental information that aids

communication amongst teachers,

students, parents, and the rest of the

school community.

RESEARCH

•Educators know that the effective use of data can measure student progress, evaluate program and instructional effectiveness, guide curriculum development and resource allocation, promote accountability and, most importantly, ensure that every child learns.

Cromey, 2000; Datnow, Park, & Wohlstetter, 2007; Johnson, 2000; Lafee, 2002; Petrides & Nodine, 2005.

USING DATA AS A TEACHER

•Continually monitor student

performance and student data

oStandardized test scores

oCognitive Tutor data

oFormative and summative assessments

•Set goals and adjust instruction

•Discuss data with students

MONITOR STUDENT PERFORMANCE

•During classroom and computer lab

time oOff-task behavior

oErrors in work

oContent areas in need of review

MONITOR STUDENT PERFORMANCE

CLASS DATA

Student 1 1234 s1 Student 2 4321 s2 Student 3 5678 s3 Student 4 8765 s4 Student 5 9876 s5 Student 6 6789 s6 Student 7 1122 s7 Student 8 9988 s8 Student 9 7654 s9 Student 10 5432 s10 Student 11 4455 s11 Student 12 0954 s12 Student 13 7234 s13

Teacher Class

STUDENT DATA Teacher Class

Student

STUDENT DATA

Student skills alert

Teacher Class

Student

ADJUST INSTRUCTION

ASSESSMENT DATA

Student 1 1234 s1 Student 2 4321 s2 Student 3 5678 s3 Student 4 8765 s4 Student 5 9876 s5 Student 6 6789 s6 Student 7 1122 s7 Student 8 9988 s8 Student 9 7654 s9 Student 10 5432 s10

Teacher

Class

ASSESSMENT DATA

Teacher Class

Student

ADMINISTRATIVE REPORTS TO MONITOR PROGRESS

DATA TEAMS

DATA TEAMS

DATA TEAM AGENDA TEMPLATE…

DATA TEAM AGENDA TEMPLATE…

DATA TEAM AGENDA TEMPLATE…

SET GOALS WITH STUDENTS

•Facilitate students’ self-monitoring

oData Notebooks

oLearning Logs

•Guide student goal setting and self-

reflection

•Provide remediation and extensions

as needed

½ SHEET GRADING RUBRIC

STUDENT SELF MONITORING

STUDENT SELF MONITORING

STUDENT SELF MONITORING

STUDENT CONFERENCES

•Discuss Lab Learning Logs and Goals

•Review time on problems, problems

solved, etc.

•Share weekly or bi-weekly reports

students

•Create Data Notebooks

CLASS GOALS AND INCENTIVES

•Maintain class Bulletin Boards and

Posters to:

oProgress monitor

oMotivate and encourage students

oFacilitate student self-monitoring

oGuide small group remediation

CLASS GOALS

CLASS GOALS

INCENTIVES

INCENTIVES

INCENTIVES

TAKE AWAYS…

DATA USE IN YOUR SCHOOL

•Form a Collaborative, Data Team oLead Teachers

oDepartment Chairs

oTechnology Director

oKey Individuals

FILL IN THE GAPS

• Identify existing routines and

strategies oContinued Professional Development

oGoal Setting

oSchool-wide

oClass

oTeacher

oStudent

KEEPING DATA ALIVE

•Ongoing Collaboration oData Meeting

oStudent Conferences

oCurriculum Planning and Review

QUESTIONS?

THANK YOU!

jtighe@carnegielearning.com

jcubellis@carnegielearning.com