Data for Improved Learning and Instruction

1. Data for Improved Learning and Instruction Katherine Raczynski, M.A. University of Georgia College of Education Research Office September 16, 2011

2. Significance of the Initiative: • The use of student data to improve education and help students succeed is a national priority.

3. Significance of the Initiative: • The use of student data to improve education and help students succeed is a national priority. • Educators have access to a wealth of data.

4. Significance of the Initiative: • The use of student data to improve education and help students succeed is a national priority. • Educators have access to a wealth of data. • The era of accountability has expanded data systems to track and monitor student progress. • Student information systems • Assessment systems • Instructional/curriculum management systems • State Longitudinal Data System

5. Significance of the Initiative: • Critical questions: • How do we pull the pieces together to improve teaching and learning? • What practices are effective at the system, school, and classroom levels to ensure that each student’s instructional needs are being identified and met? • Connecting the dots between student data and effective instruction requires a sophisticated skill set.

6. Skills for Using Data to Improve Instruction within the Classroom: • Accessing and interpreting existing data to identify gaps in student learning • Tailoring instruction based on this information • Throughout the year, identifying which instructional practices are working with which students • Developing classroom assessments that provide ongoing insight into students’ strengths/weaknesses • Collaborating with colleagues to identify new tools, strategies, and knowledge for improving learning

7. Significance of the Initiative: • The College of Education at the University of Georgia is particularly concerned with how we can equip teachers, administrators, and other educators with the skills they need to effectively use data to improve learning and instruction.

8. Significance of the Initiative: • As we work toward this goal, collaboration between teacher preparation programs, school districts, and other educational agencies is vital.

9. Significance of the Initiative: • As we work toward this goal, collaboration between teacher preparation programs, school districts, and other educational agencies is vital. • An enormous amount of innovation is being generated.

10. Significance of the Initiative: • As we work toward this goal, collaboration between teacher preparation programs, school districts, and other educational agencies is vital. • An enormous amount of innovation is being generated. • Collaboration fosters the exchange and dissemination of new ideas and fuels our ability to act effectively.

11. Overview of the DILI initiative: • The Data for Improved Learning and Instruction (DILI) initiative is a collaborative partnership between the College of Education at the University of Georgia and school systems and other educational agencies throughout the state. • The goals of the initiative are: • to provide professional learning on how to understand, interpret, and apply student data to improve learning and instruction, and • to function as a collaborative network where interactions between educational stakeholders enhance the ability of participants to improve student achievement.

12. The Advisory Board: • Planning for the professional learning has been conducted with the guidance of an Advisory Board composed of • Superintendents, teacher-leaders, and other system personnel; • GaDOE, RESA, GAEL, and GACIS representatives. • The Advisory Board provided tremendous insight into the planning and structure of our professional learning activities.

13. Interactive Workshops: • Workshops will be offered during the fall of 2011 and spring of 2012. • Each one-day workshop will be structured as an interactive series of activities. • Districts will bring a small team of personnel. • During the course of the workshop, they will develop and refine an actionable plan using their own data.

14. Fall 2011 Workshop: • Fall 2011 Workshop Topic: Focusing on mathematics: Using mathematics data to improve learning, instruction, and student achievement • Areas of focus: • State data tools • Math standards • Formative and summative assessments • Date: October 21, 2011 • Location: Georgia Center for Continuing Education

15. Fall 2011 Workshop: • Facilitators: • Dr. Gale Hulme, GLISI • Dr. Leslie HazleBussey, GLISI • Mr. Austin Browne, UGA • Presenters: • Dr. Martha Reichrath, GaDOE • Ms. Pamela Smith, GaDOE • Mr. Jeremy Williams, Pioneer RESA • Mr. Michael Catledge, Pioneer RESA • Dr. Andrew Izsak, UGA • Dr. Al Cohen, UGA

16. Our Vision for the Future: • Expansion of interactive workshops • Multiple strands of professional learning aimed at different end-users: • system-level administrators; • school-level administrators; • classroom teachers and teacher leaders; and, • data-entry personnel.

17. Conclusion • In the era of accountability, sophisticated skills are needed to access, interpret, and use student data to improve learning and instruction. • As we meet the demands of preparing educators in these skills, collaboration is vital.