Using Student Data to Make Informed Instructional Decisions Alice

Report
USING STUDENT DATA TO MAKE EFFECTIVE
INSTRUCTIONAL DECISION
Presented by: Alice Myles, Ed. S
Consulting Teacher/ Instructional Specialist
Metropolitan Nashville School District
WELCOME TO COMMON CORE
STANDARDS TRAINING!
Greet the members of your
team and introduce yourself.
TODAY YOU WILL LEAVE WITH….
An understanding of Common Core State Standards
(CCSS)
Vocabulary related to unpacking the Common Core State
Standards
Knowledge of how to use formative and summative
assessments to inform instructional decisions in the
classroom.
COMMON CORE STATE STANDARDS
ACTIVITY #1
Using Handout #1 complete the Common
Core Standards Pre-test. Please work with
a person on your team
COMMON CORE STATE STANDARDS
OVERVIEW
Common Core Standards
are…
Common Core Standards are
not..
UNWRAPPING THE STANDARDS
Making the standards
manageable, rigorous,
and relevant to
classroom instruction.
KEYS TO UNWRAPPING THE
STANDARDS
• Introduce the standards as both a bottom –up and top
down initiative.
• Involve a critical mass of teachers nationwide from the
first day the project moves into schools.
•Focus on results rather than means
•Standards have a stronger integrated literacy structure
than most state standards
•Stringent readability ranges for each grade level
•Balance of literature and informational texts
•Text Complexity
COMMON CORE CHARACTERISTICS
Fewer and more rigorous.
Aligned with college and career expectations
Internationally benchmarked
Rigorous content and application of higher-order
skills.
Builds on strengths and lessons of current state
standards.
Research based
COMMON CORE STATE STANDARDS ACTIVITY
#2 PROTOCOL: TEXT RENDERING
1. Choose a document to review.
2. Take 5 minutes to review the document you chose, mark
one sentence, a phrase, and a word that you think is
particularly important for our work with the Common
Core State Standards.
3. Prepare to share your sentences, your phrases and then
your words with your team.
COMMON CORE STANDARDS: ELA/LITERACY
Three main sections
K−5 (cross-disciplinary)
• K-2 focus on Foundation Skills for print concepts and
phonological awareness
• K-5 phonics and word recognition, and fluency
6−12 English Language Arts
6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
Shared responsibility for students’ literacy development
COMMON CORE STANDARDS: ELA
•Standard levels that will be new for reporting
purposes across all vendor assessments.
•Grade ranges for ELA, separate list of
developmentally appropriate skills aligned with the
College and Career Readiness Standards. The
mathematics document doesn’t have this.
•ELA standards have a Strand, Cluster, and a
Standard.
COMMON CORE MATH STANDARDS
Handout #3
K-8
Grade
Domain
Cluster
Standards
(There are no Pre-K Common Core Standards)
QUIZ / QUIZ / TRADE
1.
2.
3.
4.
5.
Each person takes one card.
Pair with someone you don’t know.
One person quizzes the other person
and then vice-versa. The person with
the shorter hair of the pair will always
go first.
Trade cards, and raise your hands.
Find a new person, and repeat the
process. (10)
MENU FOR RIGOR IN THE CLASSROOM
Demanding
Relevant
Engaging
Addressing different learning styles
Self-challenging
Adaptive
DEFINING RIGOR AND WHAT IT LOOKS LIKE
Academic rigor can be defined as the set of standards we set for
our students and the expectations we have for our students and
ourselves.
Rigor is much more than assuring that the course content is of
sufficient difficulty to differentiate it from K-12 level work.
Rigor includes our basic philosophy of learning – we expect our
students to demonstrate not only content mastery, but applied
skills and critical thinking about the disciplines being taught.
Rigor also means that we expect much from ourselves, our
colleagues, and our institutions of learning.
COMPONENTS OF RIGOR
Assists students in fulfilling predetermined outcomes and
competencies by challenging them with high expectations.
Essential components of rigor in the classroom:
•Content acquisition
•Critical thinking
•Relevance
•Integration
•Application of concepts
•Long term retention
•Responsibility
EXAMINING RIGOR IN STUDENT
ASSIGNMENTS
Activity #3
Using the Common Core State Standards design a
performance task for students at each grade level.
Data data everywhere
So much it's hard to
think.
Data data everywhere
If only it would link.
James Turner,
Educator
THE IMPORTANCE OF STUDENT DATA
•What is Data????
•Discuss your definition of data with
your group. Compile a list of types of
data you would collect regarding
students. Choose one person to
serve as the presenter for the
group.
THE IMPORTANCE OF DATA
Data is collected to inform instructional
decisions in a classroom, school, or school
district.
Data includes factual informal information
about students.
Data includes academic, social, and behavioral
facts about students.
Data is the first step in planning in your
classroom.
THE IMPORTANCE OF DATA
Data leads to a teacher being able to:
• Reflect on own practices
• Generate new strategies to reach students
• Make practical educational decisions
• Meet the needs of individual student’s learning
styles
• Determine and reevaluate previous decisions for
effectiveness
• Ultimately, be a more engaged, effective, productive,
confident, and happy educator
Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999.
LEVELS OF DATA
State Level
District Level
School Level
Grades levels
making AYP
School Report
Card Data
Diagnostic
Data
Schools AYP data
High Stakes
testing data
School Discipline
data
School Attendance
Data
AYP data, # of
students receiving
free and reduced
lunch, and
student receiving
exceptional
education
services
CLASSROOM LEVELS
•Individual Student Scores
•Anecdotal observations
•Student interest, motivations
•Behavioral Observations
•Parent Conference Data
GROUP ACTIVITY #3 DATA
CONVERSATION
Work with your group to examine the different types data
 Draw conclusion for student instruction based on the
information given in the profile.
Work in pairs to engage in a data conversation. One
person will act as the teacher and one person will act as the
administrator, instructional coach, or team member.
 Discuss the possible decisions that can be made to
improve classroom instruction to increase student
achievement.
CREATING COMMUNITY
Professional Learning Community
DATA DRIVEN CULTURE
Eight Steps for Success
1. Establish a Clear Vision
2. Research and Learn from Others’ Successes
3. Examine Infrastructure for Effective Data Use
4. Ensure Buy-In, Commitment and Trust
5. Foster Professional Development
6. Lead by Example and Encourage Data Utilization
7. Establish Data Meetings
8. Remove or Modify Barriers to Effective Data Use
Questions?
CONTACT INFORMATION:
ALICE MYLES, ED.S
[email protected]
[email protected]

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