Using Data to Drive Effective Instructional Practices

1. Using Data to Drive Effective Instructional Practices

2. Number to 20 • Pick a partner • Start at 1 • Take turns counting • When it is your turn, you can say either one or two consecutive numbers • No skipping numbers • End on 20 and win!

3. If a pile of data falls in a forest and nobody sees it, does it really exist? • Linda Tucci, • http://searchcio.techtarget.com/news/2240164082/In-big-data-visualization-seeing-is-believing-but-is-that-good

4. District School Leaders Department Grade Level Teachers Students Parents Levels of Data Users

5. Teachers Students Levels of Data Users • Need timely access to useful data. • Without data, it is impossible to determine progress or achievement. • Should have access to multiple measures of achievement/mastery.

6. “Data Demo” using the following programs LIVE 1) MathXL – will demo HS Algebra 1, student and teacher data views 2) WTL – will demo student and teacher data views 3) SchoolNet – will demo district admin view, down to student view 4) Math on SN UN: CAHSCC@demouser PW: CCSS@pass1 Screen-shots of the above will be ready, in the event wifi and/or hotspot doesn’t work, the platforms are down, etc… Notes: need to clean up and shorten the next few slides. Keep the focus on how student performance is the primary indicator that is being using to measure success, but instructional practice is the lever that the leader can use to promote change.

7. Vision Where are we instructionally and where do we want to be? Instructional Improvement and Data Audit What is our present data and how do we use it? The “Right” Data What is the data that will be most useful in improving instruction? Using Data “Rightly” What are the ideal practices and behaviors for data use? Data Leadership Strategy What are the strategies we will employ to create effective right data school cultures? Pearson Confidential 2010

8. What do we mean by the “right” data? The Right Data

9. 1. The right data comes from the right sources, 2. aligns instruction and assessments to clear learning targets, 3. is appropriate to the district’s various data users, and 4. reflects best practices in use of data. Goal: To create an effective data culture in schools and districts to enhance student learning. The Right Data

10. Right Data and Using Data Rightly Cycle

11. Where’s Your Data and How Is It Being Used? Central Office School Administration Department/ Grade Team Classroom: Teacher & Students

12. Teachers have access to student Summative assessment data from the district Classroom assignments Demographics Students may have limited access to data Emerging

13. Teachers have access to student formative assessment data at the district level Common benchmarks and observational data are used Instructional materials are aligned to learner outcomes Students qualitative and quantitative data is input by the teacher regularly Data is integrated into fewer systems (ideally, one) Engaging

14. Students have access to their own profiles, including progress towards mastery Work to build their own learning paths with guidance from teachers. Teachers have longitudinal data, spanning multiple years Data enables deeper analysis and differentiation of instruction based on student outcomes Transforming

15. Emerging Engaging Transforming Use of Data at the Classroom Level

16. Interpretation . . . added meaning to scores by putting scores in context Evaluate progress in student performance: positive, neutral, negative Hypothesize: cause and effect Critical: rationale for future decisions and actions Scores and NumbersDon’t Speak for Themselves!

17. Characteristics Make data analysis a continuous process and not an event. Embrace data by asking “hard” and clearly focused questions. Use essential questions from different data users to develop collaboration around data and develop, through leadership not crises, data capacity based on teams, coaching, structures, and building staff skills. Coach and facilitate teachers on using data to become more strategic in their teaching. Effective Data Cultures in Districts and Schools . . . (Ideas adapted from Educational Leadership, Dec. 2008/Jan. 2009, Vol. 66, No. 4)

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24. Instructional Improvement System (IIS)

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