Reach Associates: Using Data to Drive Instruction
Description: Reach Associates: Using Data to Drive Instruction Use the KWL chart in your handouts to reflect on what you already know and questions you have about using data to drive instruction: See Handout Identify the general types of data that can
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slide1. Reach Associates:
Using Data to Drive Instruction<br>
slide2. Use the KWL chart in your handouts to reflect on what you already know and questions you have about using data to drive instruction: See Handout<br>
slide3. Identify the general types of data that can inform instructional improvements.
Learn ways RAs can assist their MCL or TRT in collecting and reporting data to drive instruction.<br>
slide4. Types of Student Learning Data What types of student learning data do we collect and use? When?<br>
slide5. Turn and Talk Why do formative assessments matter? "The frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."
– Younglove, (In)Formative Assessment: The Key to Accountability, 2011<br>
slide6. Check for Understanding Which of these are formative assessments? Source: https://s-media-cache-ak0.pinimg.com/236x/8d/df/36/8ddf3621a3736c629749718cba850a48.jpg Source: http://tea.texas.gov/uploadedImages/Student_Assessment/STAAR-logo.png Source: http://www.superteachertools.us/jeopardyx/images/screenshot.jpg BONUS: Is a check for understanding itself a form of formative assessment?
Thumbs up if you agree; Thumbs down if you disagree…<br>
slide7. Using Data to Drive Improvement Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009 See Handout<br>
slide8. Phase 1 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide9. Collect and Prepare a Variety of Data<br>
slide10. Have you used any of these “checks for understanding” before? If so, which type have you used in the past? If not, which would you like to use?
How and why did you use these or would you like to use these?
What would gathering this information allow you to do? Think-Pair-Share Time for this activity: 2 minutes<br>
slide11. Be Thoughtful About How and When To Collect Data Consider: Best: Plan your formative assessments in advance of your lessons and units Best: Use multiple methods to gauge individual, subgroup, and whole-class progress Best: Collect only data that will help you reflect on how you can better help all learners master the objectives Adapted from KIPP.org blog<br>
slide12. Use Tools to Record Data for Effective Analysis Tools to maintain data records, including from checks for understanding
Data tracker (such as Excel or Google Docs)
Online gradebook (such as Engrade.com)
Computer-based system
Student-based system (tracking their own progress)
What other resources/examples can you share? Source: https://s-media-cache-ak0.pinimg.com/736x/18/f5/ac/18f5acdf212b520a4b3b8c299ba21a5d.jpg<br>
slide13. How can you use your role as a reach associate to collect and prepare data (to improve student learning for your team of teachers)?
What expectations have been set for your role in collecting and preparing data? How can you confirm these expectations with your MCL, TRT, or administrator?
What routines for collecting and preparing data could be most helpful to supporting your students? Think-Pair-Share Time for this activity: 2 minutes<br>
slide14. Phase 2 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide15. Analyze data to adjust course during the lesson and to inform needs for future lessons
Combine multiple data sources to hone in on the biggest gaps and opportunities for student learning
Be sure to think about why students are/aren’t learning (teacher actions vs. student actions), and what you can do to help all students learn Be Disciplined About Your Data Analysis<br>
slide16. How RAs Can Identify Trends What other ways can you analyze data during and after class?<br>
slide17. Do you know the flow and key points of the lesson ahead of time? This will help you tune into the right checks for understanding to use.
Can you anticipate which parts of the lesson or which particular topics will be the most challenging for your students to master?
What routines exist to collect and analyze data for your grade? What will your role be?
How will you and your MCL/TRT communicate about data findings? Work With Your Teaching Partner<br>
slide18. Phase 3 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide19. Once you’ve identified what additional support students need based on your formative assessment strategies, you have options:
Allocate more time for topics where students are struggling
Scaffold lessons by providing tools for each chunk of learning
Designate particular students to receive additional help with particular skills using grouping or regrouping
Reteach difficult or complex concepts
Use data to inform whom you target for cold-calling What’s Next?<br>
slide20. Scenario
You are teaching 3rd-grade math today
For today’s lesson, the main objective is:
Students will be able to count coins and bills up to $5.00
Come up with:
A check for understanding question that you could use while working one-on-one with a student to determine if they are on track toward mastering the objective
A check for understanding question you could use while working with a small group of students to assess mastery Practice: Collect Data<br>
slide21. Scenario
You are asked to analyze the exit ticket responses at the end of class.
Form pairs to review the exit ticket tracker and complete the analysis.
Be prepared to share your responses to the four analysis questions. Practice: Interpret Data See Handout<br>
slide22. Scenario
After reviewing the exit ticket data and reflecting on your lesson, you see some students are confused—they counted the number of bills/coins vs. adding up the value. You also realize that all students who offered an incorrect response were seated in the back.
What steps will you take to ensure those students master the objective?
What might you do in the future if teaching this objective again? Practice: Modify Instruction<br>
slide23. Closing: Using Data to Drive Improvement Think-Pair-Share: How might this cycle work if executed on a daily basis? Weekly? Can it work within a single lesson? Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide24. Update your KWL chart.
Write down the three most important things you learned onto a sticky note along with your name.
Add it to our exit ticket chart paper. See Handout<br>
slide25. Action Steps Write down and share out a few next steps you commit to incorporating into your work based on your takeaways from this session.<br>
slide26. Follow Us! @OppCulture Facebook.com/OpportunityCulture @PublicImpact Facebook.com/PublicImpact LinkedIn.com/company/public-impact---chapel-hill-nc Subscribe to the quarterly Opportunity Culture newsletters, with content by and for Opportunity Culture educators, and sign up to get Remind messages for them: Remind.com/join/ocnew Keep up to date on Opportunity Culture with resources and research from Public Impact by following: OpportunityCulture.org/mailing-list/<br>
Using Data to Drive Instruction<br>
slide2. Use the KWL chart in your handouts to reflect on what you already know and questions you have about using data to drive instruction: See Handout<br>
slide3. Identify the general types of data that can inform instructional improvements.
Learn ways RAs can assist their MCL or TRT in collecting and reporting data to drive instruction.<br>
slide4. Types of Student Learning Data What types of student learning data do we collect and use? When?<br>
slide5. Turn and Talk Why do formative assessments matter? "The frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."
– Younglove, (In)Formative Assessment: The Key to Accountability, 2011<br>
slide6. Check for Understanding Which of these are formative assessments? Source: https://s-media-cache-ak0.pinimg.com/236x/8d/df/36/8ddf3621a3736c629749718cba850a48.jpg Source: http://tea.texas.gov/uploadedImages/Student_Assessment/STAAR-logo.png Source: http://www.superteachertools.us/jeopardyx/images/screenshot.jpg BONUS: Is a check for understanding itself a form of formative assessment?
Thumbs up if you agree; Thumbs down if you disagree…<br>
slide7. Using Data to Drive Improvement Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009 See Handout<br>
slide8. Phase 1 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide9. Collect and Prepare a Variety of Data<br>
slide10. Have you used any of these “checks for understanding” before? If so, which type have you used in the past? If not, which would you like to use?
How and why did you use these or would you like to use these?
What would gathering this information allow you to do? Think-Pair-Share Time for this activity: 2 minutes<br>
slide11. Be Thoughtful About How and When To Collect Data Consider: Best: Plan your formative assessments in advance of your lessons and units Best: Use multiple methods to gauge individual, subgroup, and whole-class progress Best: Collect only data that will help you reflect on how you can better help all learners master the objectives Adapted from KIPP.org blog<br>
slide12. Use Tools to Record Data for Effective Analysis Tools to maintain data records, including from checks for understanding
Data tracker (such as Excel or Google Docs)
Online gradebook (such as Engrade.com)
Computer-based system
Student-based system (tracking their own progress)
What other resources/examples can you share? Source: https://s-media-cache-ak0.pinimg.com/736x/18/f5/ac/18f5acdf212b520a4b3b8c299ba21a5d.jpg<br>
slide13. How can you use your role as a reach associate to collect and prepare data (to improve student learning for your team of teachers)?
What expectations have been set for your role in collecting and preparing data? How can you confirm these expectations with your MCL, TRT, or administrator?
What routines for collecting and preparing data could be most helpful to supporting your students? Think-Pair-Share Time for this activity: 2 minutes<br>
slide14. Phase 2 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide15. Analyze data to adjust course during the lesson and to inform needs for future lessons
Combine multiple data sources to hone in on the biggest gaps and opportunities for student learning
Be sure to think about why students are/aren’t learning (teacher actions vs. student actions), and what you can do to help all students learn Be Disciplined About Your Data Analysis<br>
slide16. How RAs Can Identify Trends What other ways can you analyze data during and after class?<br>
slide17. Do you know the flow and key points of the lesson ahead of time? This will help you tune into the right checks for understanding to use.
Can you anticipate which parts of the lesson or which particular topics will be the most challenging for your students to master?
What routines exist to collect and analyze data for your grade? What will your role be?
How will you and your MCL/TRT communicate about data findings? Work With Your Teaching Partner<br>
slide18. Phase 3 Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide19. Once you’ve identified what additional support students need based on your formative assessment strategies, you have options:
Allocate more time for topics where students are struggling
Scaffold lessons by providing tools for each chunk of learning
Designate particular students to receive additional help with particular skills using grouping or regrouping
Reteach difficult or complex concepts
Use data to inform whom you target for cold-calling What’s Next?<br>
slide20. Scenario
You are teaching 3rd-grade math today
For today’s lesson, the main objective is:
Students will be able to count coins and bills up to $5.00
Come up with:
A check for understanding question that you could use while working one-on-one with a student to determine if they are on track toward mastering the objective
A check for understanding question you could use while working with a small group of students to assess mastery Practice: Collect Data<br>
slide21. Scenario
You are asked to analyze the exit ticket responses at the end of class.
Form pairs to review the exit ticket tracker and complete the analysis.
Be prepared to share your responses to the four analysis questions. Practice: Interpret Data See Handout<br>
slide22. Scenario
After reviewing the exit ticket data and reflecting on your lesson, you see some students are confused—they counted the number of bills/coins vs. adding up the value. You also realize that all students who offered an incorrect response were seated in the back.
What steps will you take to ensure those students master the objective?
What might you do in the future if teaching this objective again? Practice: Modify Instruction<br>
slide23. Closing: Using Data to Drive Improvement Think-Pair-Share: How might this cycle work if executed on a daily basis? Weekly? Can it work within a single lesson? Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009<br>
slide24. Update your KWL chart.
Write down the three most important things you learned onto a sticky note along with your name.
Add it to our exit ticket chart paper. See Handout<br>
slide25. Action Steps Write down and share out a few next steps you commit to incorporating into your work based on your takeaways from this session.<br>
slide26. Follow Us! @OppCulture Facebook.com/OpportunityCulture @PublicImpact Facebook.com/PublicImpact LinkedIn.com/company/public-impact---chapel-hill-nc Subscribe to the quarterly Opportunity Culture newsletters, with content by and for Opportunity Culture educators, and sign up to get Remind messages for them: Remind.com/join/ocnew Keep up to date on Opportunity Culture with resources and research from Public Impact by following: OpportunityCulture.org/mailing-list/<br>