1. Data Driven Instruction
Using Data to Drive Instruction in the classroom
This session will need mucho participation!!! Many issues will be addressed and discussed. Before talking to the group, come up with a strategy to have a writer and a speaker for the groups throughout the presentation. A possible strategy could be numbering off within the groups and you could alternate the numbers throughout the presentation.
Data comes in many shapes and sizes. Data does not mean just numbers. It is anything collected to help provide the necessary instruction to improve a student’s performance.

2. Objectives
The teacher will be able to identify the importance of data collection
The educator will be able to locate strengths and weaknesses using data collected
The educator will use data to modify instruction to improve student performance.

3. Overview Importance of data collection
Four areas of work related to data driven instruction
Designing intervention using assessment data
Quick on this slide…

4. Rate your understanding of data driven instruction.
Rate yourself
Scale from 0 to 5
Rate your understanding of data driven instruction.
Zero – HUH?
One –I let the programs do all that.
Two – I have tried to disaggregate data with no prevail
Three – I can disaggregate data pretty well.
Four – I have disaggregated data and used it sometimes.
Five – I am the data driven instruction Queen/King!!
Find out from the group where everyone stands. (If time permits, do below suggestion.)
This is more of an ice breaker. Have teachers up and moving to an area of their RATE. You could try to get them to separate with at least one person from different levels of understanding.

5. Quote
“Effective educators make effective decisions, decisions based on accurate information. If knowledge is power, then studying the current abilities, skills, attitudes, and learning styles of students empowers educators to adjust the curriculum to achieve whatever goals the school and district has chosen.”
-James Johnson
Do you agree or disagree with the quote on the previous page?
In what ways do you agree or disagree?
What questions do you have after reading the quote?
Have teachers talk about what they think of the quote. Have them write down the questions and come up with a master copy of questions to check off during the presentation. If any questions were not addressed during the presentation, address them at the end.

6. reflection
Too often, in schools, we do what has always been done. This is not because it was good or even effective, but because it is COMFORTABLE!
In what ways do you agree or disagree?

7. Investment in Education
Can teachers afford to be comfortable?
If not, why?
If so, in what areas?
Can teachers be comfortable year to year in knowing each student’s ability?
If so, when would this happen?
Areas where teacher could be comfortable: Knowing the subject matter, classroom management, organization, communication skills (instructional delivery), parent communication, and creativity.
Teachers can be comfortable year to year knowing each student’s ability if and only if the teacher collects, analyzes, and acts on the data on a consistent basis.
This is probably not going to be comfortable for teachers to do on a consistent basis.

8. Why use data in education?
Gain insight on student thinking
Learn/Identify strengths and weaknesses
To be more efficient and more effective
To select appropriate strategies, approaches and materials

9. Data as a roadmap Data is often feared rather than valued
Data is the key to continuous improvement
Data reveals patterns
Data provides direction
Data gives teachers the ability to respond to accountability questions
Why would you say data is feared?

10. Quote
“It is not only what we do, but also what we do not do, for which we are accountable.” -Moliere

11. 4 areas of Data Driven Instruction
Four areas of work related to data driven instruction
Culture
Data Collection
Data Analysis
Data Application

12. Visual Aid
Ask teachers to come up with an explanation of the model shown above.
Even more powerful is the team’s plan to carve out time for the collection, analysis, and action, as well as any professional development teachers need to succeed in each part of the cycle. A clear plan can create a sense with teachers that professional development "will help us improve for our kids.“

13. Culture
The primary role of the school team in data-driven instruction is to help maintain a respectful, trusting culture in which data can be collected, analyzed, and used constructively to increase student achievement.
To get everyone in the school working toward the same goal of preparing every child for college and career readiness, teachers must adhere to the same standards and assessments for all students in a given grade level and content area. This common thread is essential if teachers are to collaborate on data analysis, professional development, and strategies for re-teaching and improving student learning.

14. Culture Reflection What is the culture on your campus?
Have any goals been set campus wide/grade level to improve student achievement?
What could you do to help promote a positive culture on your campus?
Don’t get this confused with attitude. Attitude is the
If possible, have teachers write answers on a data pad to place on the walls.

15. Quote
“There is a need for a cultural shift from using data for compliance to using data for improving student performance in each classroom.”
Kathie Marshall (2009)
Sunday School Answers. Teachers know these answer, but they need to speak.
What happens when data is used for compliance? Teachers start adjusting data so administrators stay off their backs.
What happens when data is used for improving student performance? Teachers start adjusting their language and instructional practices.

16. Data Collection
Schools that focus on their data collection processes are likely to collect many types of data from a variety of sources
Many schools feel a great urgency to have useful progress data… NOW!
That sense of urgency isn't a bad thing
Collecting data from one program is not as effective as combining data from various sources. In the district, we have different data collection sources such as previous state assessments (EOY Assessments), Benchmark tests, Six weeks tests, Unit tests, ongoing assessments, and other computer programs.
With computer programs, we have the opportunity to get instant feedback. Keep in mind that data collection should be continuous and from multiple sources to get a complete picture.

17. Classroom Data Purpose of Classroom Data Minimize teaching gaps
Discover effectiveness of lessons
Promote individual student achievement over time
Provide ample opportunity for guided practice

18. Data Collection through assessments
Align to specific standards
Reflect rigor and format of state tests
No need for more frequent benchmarks or “better” high-stakes tests.
For an interim assessment to produce useful information about how students will perform on state tests, each question needs to be clearly aligned to a standard.
Moreover, the questions should reflect both the rigor and format of the state test if they are to guide teachers about how much students are expected to know and be able to do.
There is no need for more frequent benchmark assessments or “better” high stakes tests because this is only one source of data. Again, to have a complete picture through data collection, data must come from different sources, not more of the same.
You can milk the cow all you want, but at some point you will have to feed it…

19. Quote
Data helps us to monitor and assess performance. Just as goals are an essential element of success, so data are an essential piece of working towards goals.
Mike Schmoker (1999)

20. Data Collection Reflection
Collecting data doesn’t mean limiting the types of data collected. What are other sources a teacher could use to collect data?
What will happen if the data takes control of the teacher?
Collecting Data doesn’t mean limiting the types of data collected. Teachers can collect data from Assessments (State, District, Classroom), PRC’s, previous teachers, parents, surveys, observations, running records, student work, reflections, portfolios, checklists, interviews, INOVA, etc...
One of our best collection of data was when teachers asked parents to write a bragging letter about their child.
Have a teacher post the data collection sources on a data pad.
If the data takes control of the teacher, teachers start teaching to the test.

21. BREAK
When we come back we will talk about Data Analysis.

22. Data Analysis Moving from the “What” to the “Why”
Getting to this deeper level of analysis is critical for focusing subsequent actions in the classroom.
Use good questioning
Get away from looking at WHAT the students missed on the assessments to WHY did they miss this problem.
Going Deeper:
Going to a deeper level will allow you to see that certain problems missed on an assessment might be a result of other deficits. In that case, your instruction may change depending on the “WHY”?
The way to go deeper in analyzing data is to use good questioning.

23. Moving from “what” to “why”
Let the data do the talking
Get specific
Avoid philosophical debates
Avoid large groups
LET THE DATA DO THE TALKING “So…what’s the data telling you?”
GET SPECIFIC to the assessment question itself: “What’s the set of lessons these students need based on the data?
AVOID PHILOSOPHICAL DEBATES about theories of Math/Literacy: focus on the small, specific challenge of the moment. That’s where the change will begin!
AVOID LARGE GROUPS: Split into smaller groups. You’ll generate more ideas and you can share your conclusions/action plans at the end as a whole.

24. Conduct an Error Analysis
5 minutes
Use these questions as a starting point. Hand out ISP examples when break is over.
Ask the teachers “What questions did you ask that helped you dig deeper into the data? Write those down.”
“So let’s look at question 18…..Why do you think they got it wrong?”
“Let’s look at question 11. What did the students need to be able to do to answer that question effectively?”
Have groups come up with a set of specific questions they could used during a data analysis that would help them dig deeper into student thinking.
Discuss and post questions on a data pad.

25. Reflection
“Only when a team of our teachers looked at data to develop an action-research questions, try-out strategies, and discuss the results, did I see real teacher buy-in and pedagogical growth… In all this work, the teachers valued the opportunity for collaborative learning. Instructional expertise grows exponentially when teachers are provided time to learn together.”
Do you believe this could happen at your campus? If not, what is holding the process back?
This could be a cultural challenge, a “how to” challenge, or a time challenge.
TIME Challenge: “You will make TIME for the important things.” What’s important to you?
The teacher said…”In all this work…” this might jump out to the audience as extra work they have to do… REVERT back to “the teachers VALUED the OPPORTUNITY for collaborative learning.”

26. Data Application
Collecting and analyzing student learning data from different sources is important but only becomes meaningful when combined with effective action.
Starting small is often the best way to create real change in student outcomes through instructional practice
Starting small is the best way particularly for new teachers or those new to data-driven instruction.
How do you eat an elephant? One bite at a time of course!

27. QUOTE
“District-mandated formative assessments, state-mandated summative assessments, and other externally directed data-gathering initiatives just don’t pack the wallop that collaboratively developed instruction and assessments do.”
This one is to say that gathering data is necessary from different sources but the best assessments are when you have worked through the model (collect and analyze) and are ready to apply through specific instruction and then assess. NOTE: Bridge from assessments to how important targeted instruction is for the students and teachers.
Collaboration doesn’t mean with other math teachers only. Looking at a child individually as an instructionally rounded team of teachers can be just as effective.

28. How do we change student outcome?
Act with a sense of urgency
Focus instruction for every student
Target interventions on specific instructional needs

29. What is meant by intervention?
Intervention is instruction that enables students to make rapid progress and work as well as or better than their peers.
Intervention is not just a specific block of time on your schedule. Intervention can be given anytime and anywhere. Intervene = to step in and assist

30. What is meant by intervention?
Focused instruction that is based on a student’s response to classroom instruction as measured by assessment
Guided by formal assessment and supported by informal assessment
At the end of this session, we will be looking at your students performance on the 2010 TAKS test so you can start the year with an idea of where each student stands. You also have the INOVA information for each child as well.
NOTE: This is already old data. The summer has come and gone and who knows what these students retained and lost, but it gives us somewhere to start.

31. Things to Remember
Not every intervention will be successful for every child
Your efforts may lead to unexpected results
Data driven instruction is CONTINUOUS!

32. What does Data driven instruction look like?
Instruction Based on Intuition, Tradition, and Convenience
Data Driven Instruction
Scattered intervention programs with a focus on “low” students
Focused intervention programs as an improvement strategy to address documented problems
Reports to the administration about perceived student achievement
Organized factual reports to the administration about the students’ learning progress
Student assignments and handouts based on interest and availability
Student/Teacher interaction based on skills needed as indicated by data
Goal setting based on favorite initiatives or fads
Goal setting based on data about problems and possible explanations
Have the teachers discuss if they believe in the chart.

33. Reflection
What is it going to take to become a data driven instructional teacher?
Have teachers collaborate in groups.
If teachers say they need more TAKS questions, refer back to the slide (#22)that shows what happens when data takes over the teacher. And remind them, it’s not about more frequent testing(#22). It’s about the ability to analyze the data and create an action plan with the data they have.
Time will be a big issue. This will be a good opportunity to discuss working smarter and not harder. TEAM WORK (Next Slide)

34. quote
“How do you explain not using this tool if your children are not meeting the standards?” -Patrick O’Neill
What does this mean about accountability?
Does this mean you must use everything thrown at you?
Teachers are held responsible for interventions with each student no matter what program the teachers uses.
We as teachers have many different resources to help with intervention.
Have teachers come up with the different resources the district has approved for intervention programs. Keep in mind the questions from the previous slide. (Time, Intensity, Instruction)

35. Data teams
Working as a team builds a sense of community that provides support for improvement over the long run. Also, distributing the work across team members lightens the burden on any one person and ensures that if a member leaves, the team continues to function. In addition, a team is likely to view data from multiple perspectives, which increases the probability that interpretation of data will be less biased and more complete.
ENCOURAGE. ENCOURAGE. ENCOURAGE.
If teachers need the support, we are here to help them work smarter instead of harder. “You work hard enough. Lets work together on this data.”

36. Data time
During this time, look at your students performance on last years TAKS test. Find specific areas of focus to start the year. When you come back on the 18th, we will do lesson planning using this information.
Hand out specific results on students performance by standards. Also encourage the teachers to find the INOVA reports as another source of Data Collection. A suggestion is to have teachers bring a flash drive to copy that grade levels INOVA reports from our computer.
Walk around and help teachers decipher the information. Encourage them to look at other sources such as…
data collection sources: previous state assessments (EOY Assessments), Benchmark tests, Six weeks tests, Unit tests, ongoing assessments, other computer programs, PRC’s, previous teachers, parents, surveys, observations, running records, student work, reflections, portfolios, checklists, interviews, INOVA, etc...

37. Final thoughts
If you want to see it, teach it! If you teach it, assess it! If you assess it, use it to guide instruction! Assess again to see if instruction was effective!
Ongoing Assessments

38. Exit Question
From what you know right now, what are the most important things you would need to launch a data-driven instructional model in your classroom?

39. References
Bambrick-Santoyo, Paul. Data Driven Instruction & Assessments. The Renaissance School Funds. May 2009
Catching them before they fall. Colorado Reading First. 2004
Data Driven Instruction. Retrieved on May 21st from
Fenton, Ben & Murphy, Mark. New leaders for new schools. Retrieved May 19th from
Marshall, Kathie. What data driven instruction should really look like. Teacher Magazine. June 3, 2009
Sustaining school Improvement . Data-Driven Decision Making. Retrieved May 14th from ment/5031tg_datafolio.pdf