Data Analysis for Instructional Practice

1. Data Analysis for Instructional Practice

2. Learning Targets for Session • Identify Strategies to monitor individual student progress • Identify Strategies to use data to inform instruction • Identify Strategies to use data to promote individual student growth • Identify Strategies to intervene on behalf of struggling students - SST

3. Always Remember • What do we want them to know • How will we know they learned it • What will we do if they don’t know it • What will we do if they already know it • What instructional practices should be utilizied

4. About you On the piece of paper provided: • Name one best practice related to instructional data use • Name data sources available to you as a teacher at WHMS

5. Types of Student Data Quantitative Data Qualitative Data Demographic Data Classroom Data Standardized Data Performance Data Progress Monitoring

6. Demographic Examples Community information such as urban, rural, suburban Ethinicity Disability 220 Gender Daily Attendance Rates ELL Open Enrollment Economic Status Drop Out Rates Extra-curricular participation

7. Classroom Data • Pre – tests • Post – tests (Common Formative Assessments) • Projects • Presentations • Group Work • End-of-course assessments (Common Summative Assessments) • Observations • Participation Rates

8. Standardized DataSome is norm-referenced, some is not MAP WKCENAEP (Smarter Balance) R180 FASST Easy CBM CoGATS

9. Performance Data Could be: Project-based Demonstration Lab practical Group work Physical performance (playing an instrument, fitness activities)

10. QuantitativeData Deals with numbers. Data which can be measured. Length, height, area, volume, weight, Speed, time, temperature, humidity, sound levels, cost, members, ages, etc. Quantitative → Quantity  8th Grade Class Quantitative data: 282 students 154 girls, 128 boys 68% on honor roll 150 students accelerated in math • Test Scores (classroom or standardized) • Letter Grades • Average Daily Attendance Rates • ODR’s • Health Room visits • Percents (of missing work, of kids passing, etc.)

11. Qualitative Data Deals with descriptions. Data can be observed but not measured. Colors, textures, smells, tastes, appearance, beauty, etc. Qualitative → Quality 8th Grade Class Qualitative data: friendly demeanors civic minded environmentalists positive school spirit • Descriptive data such as suburban location • Observation of behavior, such as running

12. Data Tools • NWEA website reports • Data Warehouse • Course a-like analysis on common assessments • Standardized item analysis • Intervention Progress Monitoring Tools

13. Review NWEA Reports • https://elmbrookschools-admin.mapnwea.org • (use full e-mail address as login and Mapstaff1 as password) • Des Cartes • Growth - actual and projected • Attainment – individual and class by cluster

18. Demo the reports – how can they help you? 1. Achievement status2. Growth Data3. Des Cartes

19. ReviewDataWarehouse • Login Process • Reports of Interest • Student-Student Detail

22. How to use Classroom Assessment Data • All assessments should be aligned to the standards (we will convert them to alignment with CCSS over the next year or 2) • Questions should be able to be tracked by standard for proficiency • Develop a way of monitoring student results by standard so you know what concepts, standards to either re-teach or spiral in during other units • Collaborate with colleagues on scoring practices, results, next steps, instructional strategies, etc.

23. Time to Play • Consider your data and what you would like to accomplish • Set one instructional goal with your data for quarter 1 • How will you know you met your goal? • Never use one data point as your only evidence • What can we do to support you?

24. Data for Instructional Practice Overarching Guidelines • Students and teacher set goals for unit assessment (growth) • Establish a Baseline understanding of where your students are currently performing (pretest) • Differentiate instruction based upon that information • Formative assessment/instruction cycle • Post Assess (still can be formative) • Provide opportunities for proficiency • Students and teacher analyze performance and growth Use best practices around instruction and assessment

25. Establish Criteria for how you will know they learned it and your assessment plan both formative and summative Establish Learning Targets Pre-Asses Possible Evaluation Reteach if necessary Assessment can be projects, presentations, written, oral, products, etc. Design and implement Instruction PostAssessment Provide Feedback to Students Formative Assessment

26. Learning Targets for Session • Identify Strategies to monitor individual student progress • Identify Strategies to use data to inform instruction • Identify Strategies to use data to promote individual student growth • Identify Strategies to intervene on behalf of struggling students - SST

27. Exit Slip • Name two key findings that will assist you right away • Name two key findings that were brand new information • One thing you appreciated about this time • One thing you would change