Algebra Readiness Using Data to Inform Decisions

Levels of Data Item AnalysisStandards AnalysisGrowth Analysis

Quick / Accessible Data Teacher ●Make instructional decisions ●Personalize learning more easily Admin ●Identify areas for professional development ●Growth measure for evaluation and support of staff Student ●Self-identify areas for growth ●Receive resources based on performance

Assessments Available Algebra Readiness v.2 Geometry Readiness Algebra 2 Readiness Northview Math Department -Connection to Middle School via Student Data -Need Student Understanding Entering Courses

Why: Current State Professional Learning -Content -Focus -Communication We encourage teachers to use data to drive their instruction. Professional learning shouldn’t be any different. How do we/you currently decide professional learning needs?

How: Collect Data Classroom Level: -Administer Pre Assessment -Teach the Content -Administer Post Assessment District Level: -Support Pre and Post Vision -Utilize Data Collection Tools

What: Teacher Story Previous Story: Student Focus -Strengths and Weaknesses -Past Mathematics Progression -Demographics Administration Focus -Identify Effective Practice

Through PD of Course!

Traditional Delivery of PD -Discussions w/ colleagues -Professional Learning Communities -PD days -Attend conferences

Traditional PD Challenges -Isolation

-Unique needs Traditional PD Challenges

-Isolation -Unique needs -Time Traditional PD Challenges

-Isolation -Unique needs -Time -Need vs. Want Traditional PD Challenges

Webinars

Webinars are... ●Short ●Focused ●Open ●Recorded

Online PD Course

Online PD Courses are... ●3+ Hours ●SCECH Eligible ●Customizable

Steps to Follow ●Review data, identify trends ●Interview and observe teachers o Identify what is going well and what isn’t ●Create PD plan o webinar, online PD, etc

Put Data in the Driver’s seat

Scenario #1 ●8.F.B.5 - One Teacher o Survey staff that don’t show growth o Interview teacher teacher that shows growth  Data tells us that struggling teachers are following textbook and not allowing students the opportunity to create models (the graphs) after they did  Good teacher blocks out the graphs and has the kids create the data because she understands that this is an algebra readiness standard o Good teacher can create create a video or run a webinar to teach others how to she teaches that standard

Scenario #2 ●8.NS.A.1 - Entire Staff o Survey all teachers (for times’ sake) o Results show that all teachers are using a common lesson to teach irrational numbers, which is very definition-based o Share results to curriculum admin and/or Kent ISD math consultant o results indicate that students need to dive deeper so they have a conceptual understanding of irrational numbers o Curriculum admin or consultant can create a course that meets the teachers’ need  Just so happens we have a course on that ● Rusty’s inquiry in math course ● Teachers can go through this together, discuss in PLC’s

What’s Possible ●This is data from just 3 teachers in one building, it doesn’t give us much that we can act on ●We need more data points ●Can achieve this 1 of 2 ways ○Gather trend data from a small group over multiple years ○Gather data from a larger group ●We can figure this out faster if we all work together and use the same measuring tools

Andrew’s Part ●What is possible ●Seek out effective practices ●Organize o Observe o Interview o Data ●Get to the masses