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Managing a Data Driven Classroom

Managing a Data Driven Classroom. Susan Kephart. FDES Curriculum Facilitator. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. .

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Managing a Data Driven Classroom

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  1. Managing a Data Driven Classroom Susan Kephart FDES Curriculum Facilitator

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. Managing a Data Driven Classroom Focus Questions: • What is types of data and how do we look at it? • What is a Data Driven Classroom and how does it effect instruction? • How do we manage a Data Driven Classroom?

  4. What data drives our instruction?

  5. Think-Pair-Share Activity *Take a few minutes to list the data you use to drive instruction. *Discuss with a partner *Share at your table by writing a list on chart paper *Have a reporter share with the group

  6. Different Types of data

  7. Formative Assessment Data • Formative Assessment occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away.

  8. Formative Assessment Data • Formative Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach.

  9. Formative Assessment Data • Formative Assessment can be as informal as observing the learner's work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance.

  10. Formative Assessment Handout

  11. Interim Assessment Data • Interim Assessment takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests.

  12. Interim Assessment Data • Interim Assessment-The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon.

  13. Interim Assessment Data • Interim Assessmentcan help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.

  14. Summative Assessment Data • Summative Assessment takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed.

  15. Summative Assessment Data • Summative AssessmentSummative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard or to a group of students.

  16. Summative Assessment Data • Summative Assessment-Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students.

  17. Types of Data we collect - Activity • In groups, discuss and label each assessment/data F-Formative I- Interim S- Summative • Have a reporter share with whole group

  18. With all of the data we collect, there is one piece of data that drives ALL of our instruction and MUST be taken into consideration no matter what data we are using…

  19. What is a Data Driven Classroom?

  20. What is a data driven Classroom? • Think-Pair-Share Activity

  21. Components of a Data Driven Classroom The five major elements of data-driven instruction: • good baseline data, • measurable instructional goals, • frequent formative assessment, • professional learning communities, and • focused instructional interventions.

  22. 1. good baseline data • Previous Grades – Cumulative Folder • Interim Assessment Data - Universal Screeners • PASS Data

  23. 2. measurable instructional goals • District Goals for : Universal Screeners/Benchmarks/PASS • Teacher/Student created goals based on student data(focus on individual growth)

  24. 3. frequent formative assessment • Frequent and VARIED types of formative assessments

  25. 4. professional learning communities 1. What do we expect our students to learn? (Goals/Expectations) 2.  How will we know they are learning? (Assessment) 3.  How will we respond when they don’t learn? (Intervention) 4.  How will we respond if they already know it? (Intervention)

  26. 5. focused instructional interventions • Small Group Instruction • Tiered Group Instruction (Tier II, Tier III) • Centers (leveled) • Re-teach – different ways • Modify – backtrack, build back ground knowledge • Computer Intervention • School –Wide Interventions

  27. Using Data to add rigor into the classroom

  28. Increasing Rigor Handout

  29. Managing a data driven classroom

  30. Teacher Data Notebook Activity • Think about your data notebook. Create a Table of Contents detailing the data that is contained in your notebook. • Share with a partner. • Compile a list at your table • Have a recorder share with the group

  31. Teacher Data Notebook Resources

  32. Ways to Organize your Interim Data

  33. Student Data Notebooks • Examples of Student Data Notebooks • How/When do you manage Student Data Notebooks? • Why are they so important? Data Conferences

  34. Student Data Notebooks Examples

  35. Student Data Notebooks Resources

  36. Contact Information Susan Kephart Curriculum Facilitator skephart@dorchester2.k12.sc.us 832-5550

  37. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

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