1. Using Assessment (and other) Data to Improve Instruction

2. Use multiple sources Data exists at many levels. In order to effectively target your efforts to improve instruction, you will need a number of sources : National State District/System School Program Teacher Class Student Standards

3. Achievement gaps Differences between subgroups Trends Progress What Data Reveals

4. Practical Improvement Plan There is a difference between data use for instructional improvement and data use for accountability.

5. Comparing Accountability Purposes to Improvement Purposes Data Source Accountability Purpose (Generally answers - How many? What?) Instructional Improvement Purpose (Generally answers – Who? To what degree? To what end?) Attendance records Obtain reimbursement from state or federal funding source Reduce student absences GradesPrepare student report cardsReduce failure/dropout rates Test Scores Comply with Federal/State requirements to assess students Assess and modify curriculum and assure alignment of instructional strategies used with intended student outcomes Transfer records Report to board or funding agency who requires reporting on this measure Facilitate successful transfers for students; identify reason for and trends in transfer that might be related to labor market trends or institutional programs or processes Graduation RatesFederal/State reporting requirements Improve student success, preparation for postsecondary or the workforce

6. Positive Change in Student Outcomes An outcome is a change in a student’s skills, attitudes, knowledge, behaviors, status, or life condition brought about by experiencing a program. o While attention to outcomes matters so does attention to the experiences that lead to those outcomes.

7. Goal: Students will know about the human body. Objective: Learner will be able to identify 175 of the 206 bones in the human body and explain the normal structures and functions of the skeletal system without referring to notes. Student Outcome: Student will relate selected diseases of the skeletal system to the alteration of normal structures and functions in order to effectively provide direct care in clinical setting Outcomes…VERY Different than Learning Goals or Objectives

8. Connecting Outcomes with Instruction Goal: Students will know about the human body. Objective: Learner will be able to identify 175 of the 206 bones in the human body and explain the normal structures and functions of the skeletal system without referring to notes. SMALL GROUP REFLECTION: Brainstorm specific ways you might teach content related to this objective. Then brainstorm specific ways you might assess student learning of this objective.

9. Shifting focus to student outcomes… Goal: Students will know about the human body. Student Outcome: Student will relate selected diseases of the skeletal system to the alteration of normal structures and functions in order to effectively provide direct care in clinical setting SMALL GROUP REFLECTION: Brainstorm specific ways you might teach content related to this outcome. Then brainstorm specific ways you might assess student learning of this objective.

10. Another example FOUR DIFFERENT OBJECTIVES FOR SCIENTIFIC METHOD: Review the steps of the Scientific Method Understand the Scientific Method Define the steps of the Scientific Method Use the Scientific Method in an experiment SMALL GROUP REFLECTION: What are the differences between each objective? Think of the simplest and most complex way you could assess each objective. Does it change the rigor of the objective?

11. Where do you start?

12. Start with a question Where can I look to start improving instruction? Teachers/FacultyStudents How do I know I am delivering instruction well? Does the way I currently teach this contribute to a performance gap? How confident am I that my own content knowledge has kept up with changes in the field? To what degree are all students in my class given the same opportunity to learn successfully? How do I know that my students have adequate opportunity to practice new skills and apply them in unpredictable situations? What do I know about my students’ readiness to learn and how might that change how I teach? Which students are succeeding or struggling? Are there similarities? Differences? Program DesignProgram Implementation To what degree is this program aligned with industry standards and expectations? How clearly has this program articulated its goals and objectives? To what degree have we identified the necessary entry skills and knowledge of our participant population? Does this program have appropriate materials to facilitate learning? Do I have the right facilities for delivering the program effectively? Does the scheduling allow for adequate delivery of the content?

13. The Process

14. National/State Demographic/workforce trends State assessments Standardized achievement tests Enrollment trends Accountability measures Campus/District/School/Program Enrollment trends (transfer, drop-out) Student demographic data Student transcripts Program participation (free/reduced lunch, first generation, etc.) Classroom/Student Accuplacer results ACT PLAN or EXPLORE results Guidance/Advisor records Student portfolios Student Surveys (CCSSE, graduate follow-up, etc.) Authentic assessments (performance-based assessments) Work-readiness assessments Daily teacher records and observations (attendance, participation) CTSO participation records Enrollment trends Parent demographic data Employer evaluations

15. Practical example Health program has average enrollment of 38 students each year. One course outcome: Students successfully pass CNA and are prepared for entry level employment. Teacher/faculty member uses NOCTI assessment about 2/3 of the way through the course to see how prepared students might be for CNA (results on next slide) CNA results: School year 09-10Attempt: 29Pass: 24 School year 10-11Attempt: 45Pass: 35 School year 11-12Attempt: 38Pass: 26 Other information about the class: 74% of students are female Nearly 26% of the class misses an average of 6 days per term Curriculum was last reviewed in 2010. CNA assessment was revised in 2011.

16. Nursing Assistant Pretest

17. What can an educator do next? What initial observations can you make from the data and information? What questions might you develop to guide your instructional improvement? What additional information or data might you need to develop a plan? What ideas might you brainstorm for your improvement plan?

18. Local Stories…