1 Using Data Elementary Professional Development January 2011

The Essential Questions 2 What outcomes do we want for our students? What do we need to do to reach our goals? How do we monitor progress? What instructional adjustments need to be made to maximize learning?

“Water, water everywhere but not a drop to drink!” 3 “Water, water everywhere but not a drop to drink!” D.R.I.P System Data Rich and Information Poor Share your thoughts on how this quote reflects the use of data in our schools. It is often said that we are data rich and information poor. Discuss with the group their feelings about this.

Data vs. Information 4 Data: Raw material and unorganized facts that need to be processed is called data. Information: When data is processed, organized, structured or presented in a given context so as to make it useful, it is called information.

Data Sources Fountas & Pinnell/ Teachers College Reading Levels 5 Fountas & Pinnell/ Teachers College Reading Levels Performance Assessments Every Day Math Assessments K-Pop Assessments PowerGrade PSSA Scores SuccessMaker data Conferencing Notes Formative Assessments

How do we use the data? 6 In PLCs, the team analyzes the data to determine trends and areas of concern. The team members collaborate to adjust instruction based on the available information. Individual teachers carry out the plan in their own classrooms with students. The team reconvenes to determine if the adjustments/interventions have impacted student achievement. Repeat process as necessary.

Data Analysis There is not one set formula to use when analyzing data. 7 There is not one set formula to use when analyzing data. Instead, use your professional experience and that of your colleagues in your PLC to determine how the data can be best used to inform instruction.

CAUTION… Information to be used for instruction is time-sensitive! 8 What is informed instruction? Teacher constantly monitors student learning. Teaching adjusted in response to information from students. THE ANALOGY: Your GPS system is set for your final destination. If it does not “recalculate route” when you have made a wrong turn, the original information would not be helpful. If we don’t periodically “recalculate the route” of our students learning, are we helping them reach their final destination?

Formative vs. Summative Assessments 9 Summative Assessments=Autopsy By the time you perform an autopsy, it is too late to do anything. Formative Assessments=Check-up Formative assessments give us the opportunity to adjust the ‘treatment’ before it is too late.

Don’t lose sight… We always need to go back to the Essential Questions 10 We always need to go back to the Essential Questions What outcomes do we want for our students? What do we need to do to reach our goals? How do we monitor progress? What instructional adjustments need to be made to maximize learning?

“Everyone is entitled to his own opinion, but not his own facts.” Data matters… 11 “Everyone is entitled to his own opinion, but not his own facts.” Daniel Patrick Moynihan (1927-2003)

Ridley’s new data system! Coming in February… 12 Ridley’s new data system! You will be able to access longitudinal data and other important student information that will help you make informed decisions in your PLC meetings.