Using Data to Drive Instruction

Presented by Brooke Beavers and Jackie Gantzer

Overview

Why data driven instruction?

Using data in our schools

Different ways to look at data

Effective systems

Supports

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•Provides our schools with accountability

•Offers feedback for teachers and administrators

• Presents resources to better communicate with students and families

•Assists teachers in targeting instruction

•Provides the school community opportunities to identify effective instructional strategies

•Drives Professional Development to meet the needs of each individual staff

•Allows staff to celebrate and capitalize on strengths and progress

Using data in our schools

School-Wide

Grade-Wide/Content Area

Class- Wide

School-Wide

Identify areas where entire staff can improve

Develop School Improvement Plans

Create School-Wide Goals and Timelines to meet these Goals

School-Wide Example

Tindley Math Curriculum2011 ISTEP+ Data

6th-8th Grade Averages:• ISTEP+ Pass Rate: 83% • ISTEP+ Pass+ Rate: 10%

Driving Question/Focus: How can we improve instruction to continue expanding our pass rate, while pushing more students towards the pass+ level?

ISTEP+ Applied Skills Average: 44% (lowest of all areas)

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•The Tindley Math Department included a writing portion as part of the Math Problem Solving Ladders this year

•Incorporating Critical Thinking was a data-based decision; students were struggling with communicating the steps they took to solve multi-step problems.

•All Grade levels made tremendous growth in mathematics on this year’s I-STEP.

The Numbers Don’t Lie…

Tindley Math Curriculum2012 ISTEP+ Data

6th-8th Grade Averages:

• ISTEP+ Pass Rate: 92% (+9%)• ISTEP+ Pass+ Rate: 27% (+17%)

Grade-Wide

Utilize grade-level/content area meetings to analyze data

Identify trends/strengths/weaknesses

Devise a plan

Develop and share resources

Put the plan into action

Grade-Wide Example

6th Grade

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6th grade teachers at Tindley used Interim data to drive 7th period remediation groups.

Once a scholar was able to demonstrate mastery of specified skill deficits, he/she had the opportunity to “exit” out of 7th period.

Remediating as a grade level paid off. Skill levels increased and high-stakes tests produced effective gains.

6th Grade Data Driven Intervention Continued…

Scholars were sorted into re-teach groups based on areas of need.

6th grade teachers worked together to determine who would remediate specific subject areas based on success/expertise.

Grade-Wide Planning:Strategies to Incorporate

When deciding on strategies toutilize, the 6th grade team collaborated together…

“The proof is in the pudding…”

Language Arts Mathematics

85.8% 87.7%

This year was the most successful 6th grade I-STEP pass year for Tindley to date…

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What can building leaders do to promote teacher collaboration?

How do leaders promote the shift of just looking at averages to analyze student performance and begin to focus on the success of each individual student?

When can this type of collaboration occur? Consider school-wide systems that could be established to maximize time and effectiveness.

Despite compelling evidence indicating that working collaboratively represents best practice; teachers in many schools continue to work in isolation. “

- Educational Leadership, 2004

Class-Wide

Puts critical information into the hands of the individual teacher

Teachers examine and sort data

Teachers develop intervention plans based on skill deficits/areas of growth/enrichment

Strategic, targeted instruction occurs to improve student learning

Class-Wide Example

Duke Cohort, 6th grade boys

Looking at the big picture…Math Interim 2

Looking at the big picture…Reading Interim 2

Using Data to Plan

The teacher looked at her student’s overall scores and identified who was not proficient.

She then broke down the standards/skills scholars struggled with.

Planning Class-WideProficient Not-Proficient Intensive

Scholars were grouped

based on

proficiencies/deficits.

Planning Class-Wide:Strategies to Incorporate

When deciding on strategies toutilize, the teacher thought about which approach would work best for her individual student’s needs and engagement.

Planning Class-wide

Tailor InstructionAdditional Instruction

The teacher developed a plan and remediation schedule for all “non-proficient” scholars.

She shared this plan and its

importance with parents via

letter and personal phone

calls.

Planning Class-Wide

Tailor InstructionIntensive Instruction

Some students were going to need intensive instruction.

Things to consider•Effectiveness•Time Efficiency•Difficult Conversations

The numbers don’t lie…

Percent Pass ELA

Series10

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25

90

Interim 2Interim3

Series10

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55

85

Interim 2

Interim 3

Percent Pass Math

Interim results increased dramatically once targeted interventions based on data were put into place for the Duke cohort.

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DATA

Identify key indicators of success in the classroom

Accurately point out instructional deficits in the classroom

Create groups of students with similar learning targets and differentiate

Determine instructional interventions/enrichment

Identify skills that need to be re-taught/reemphasized

Examine/refine ladders to get the most “bang for your buck!”

6 Steps for Giving Effective Feedback

In partners, use the data provided to practice using the 6 steps for giving effective feedback.

Praise

Probe

Identify the problem and

action step

Practice

Plan ahead

Set time for follow-up

Celebrate Replicate Capitalize

CELEBRATE: successes, growth, progress› It’s good for morale, good for the soul

REPLICATE: methods used to reach success› If it worked once, it can work again

CAPITALIZE: the strengths in the building› People are hesitant to “brag.” We need to

exploit them and their talents

School-Wide Example

What did we do well?

Growth in math scores across the board

How did we do it?

Incorporation of writing and more advanced problem-solving expectations

How can we replicate and capitalize?

Incorporation of reader-response journals and more intensive writing expectations across the

board

Grade Level/Content Area Example

What did we do well?

By Interim 3, students in 6th and 8th grade were performing in the upper 70s in both Math and Reading.

How did we do it?

Both groups had embraced the data-drive, 7th period targeted instruction model. They “shared” scholars to work towards building skills for the whole grade.

How did/can we replicate and capitalize?

The 7th grade (who was performing in the upper 60s by Interim 3) incorporated the 7th period model of skill reinforcement/remediation. While we didn’t have another Interim to compare results to, it is easy to contribute the strong ISTEP+ performance to this instruction.

Next year, this model and system will be in place immediately, so that all teachers and scholars can capitalize on its success.

Teacher/Classroom Example

What did she do well?

One 9th grade teacher improved scholars’ essay scores from a 64% to a 78%.

How did she do it?

Incorporating Reader’s Response Journaling into class, holding high expectations for scholars ideas and conventions

How can we replicate and capitalize?

Next year, all Humanities and English classrooms will incorporate Reader’s Response Journaling every week to promote the same kind of critical thinking and exemplary writing we expect by the end of the year.

Application – Data Driven Decisions by School Leaders

Sample Data› Initial Reactions› Clarifying Questions› Next Steps

Application - ACUITY Predictive Test #1Given in late-September

Math Reading0

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ACUITY Pass ≈ 65%

74.5%

78.9%

School-Wide Results (6-8)

Pass Rate

69.7%

Pass Rate

77.8%

Application – School-Wide ACUITY Results

1) Initial Reactions?

2) Clarifying Questions?

3) Next Steps?

Application - ACUITY Predictive Test #1

6th Grade 7th Grade 8th Grade0

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Math

Math

Given in late-September

ACUITY Pass ≈ 65%

73.6%

66%

84%

Grade Level Results

56.6%

72.2%

80.2%

Application – Grade Level ACUITY Results

1) Initial Reactions?

2) Clarifying Questions?

3) Next Steps?

6A 6B 6C 6D 6E0

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Math

74% 62

%

86% 79

% 67%

Application – Class-Level Results: 6th Grade

63%

45%

75%

68%

32%

Application – Grade Level ACUITY Results

1) Initial Reactions?

2) Clarifying Questions?

3) Next Steps?

Data Analysis Reflection Forms

Teachers fill out after each assessment. They determine:

• Class Average

• Skills of concern

• Plan to address skills

• Students of concern

• Plan to address students

Data Analysis Reflection Forms

Data Analysis Reflection FormsTeacher 6B

1) Initial Reactions?

2) Clarifying Questions?

3) Next Steps?

Data Analysis Reflection FormsTeacher 6E

1) Initial Reactions?

2) Clarifying Questions?

3) Next Steps?

Guide your teachers to

Resources… Peers ACUITY IDOE Website Learning Connection Brain Pop! Reading A-Z Atlas SMART Exchange You Tube/Teacher Tube betterlesson.org Celebrations and

Observations

In Conclusion…

Collecting and analyzing data is ESSENTIAL to our efforts of continuously increasing our effectiveness.

Without it, we don’t know where we’re going or why we’re doing what we’re doing.

Reflection

What are you looking forward to in regards to using data at your school?

What are some areas of concern you have about using data?