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Data Analysis for Instructional Practice. Learning Targets for Session. Identify Strategies to monitor individual student progress Identify Strategies to use data to inform instruction Identify Strategies to use data to promote individual student growth

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Presentation Transcript
learning targets for session
Learning Targets for Session
  • Identify Strategies to monitor individual student progress
  • Identify Strategies to use data to inform instruction
  • Identify Strategies to use data to promote individual student growth
  • Identify Strategies to intervene on behalf of struggling students - SST
always remember
Always Remember
  • What do we want them to know
  • How will we know they learned it
  • What will we do if they don’t know it
  • What will we do if they already know it
  • What instructional practices should be utilizied
about you
About you

On the piece of paper provided:

  • Name one best practice related to instructional data use
  • Name data sources available to you as a teacher at WHMS
types of student data
Types of Student Data

Quantitative Data

Qualitative Data

Demographic Data

Classroom Data

Standardized Data

Performance Data

Progress Monitoring

demographic examples
Demographic Examples

Community information such as urban, rural, suburban

Ethinicity

Disability

220

Gender

Daily Attendance Rates

ELL

Open Enrollment

Economic Status

Drop Out Rates

Extra-curricular participation

classroom data
Classroom Data
  • Pre – tests
  • Post – tests (Common Formative Assessments)
  • Projects
  • Presentations
  • Group Work
  • End-of-course assessments (Common Summative Assessments)
  • Observations
  • Participation Rates
standardized data some is norm referenced some is not
Standardized DataSome is norm-referenced, some is not

MAP

WKCENAEP (Smarter Balance)

R180

FASST

Easy CBM

CoGATS

performance data
Performance Data

Could be:

Project-based

Demonstration

Lab practical

Group work

Physical performance (playing an instrument, fitness activities)

quantitative data
QuantitativeData

Deals with numbers.

Data which can be measured.

Length, height, area, volume, weight,

Speed, time, temperature, humidity,

sound levels, cost, members, ages, etc.

Quantitative → Quantity 

8th Grade Class

Quantitative data:

282 students

154 girls, 128 boys

68% on honor roll

150 students accelerated in math

  • Test Scores (classroom or standardized)
  • Letter Grades
  • Average Daily Attendance Rates
  • ODR’s
  • Health Room visits
  • Percents (of missing work, of kids passing, etc.)
qualitative data
Qualitative Data

Deals with descriptions.

Data can be observed but not measured.

Colors, textures, smells, tastes, appearance,

beauty, etc.

Qualitative → Quality

8th Grade Class

Qualitative data:

friendly demeanors

civic minded

environmentalists

positive school spirit

  • Descriptive data such as suburban location
  • Observation of behavior, such as running
data tools
Data Tools
  • NWEA website reports
  • Data Warehouse
  • Course a-like analysis on common assessments
  • Standardized item analysis
  • Intervention Progress Monitoring Tools
review nwea reports
Review NWEA Reports
  • https://elmbrookschools-admin.mapnwea.org
  • (use full e-mail address as login and Mapstaff1 as password)
  • Des Cartes
  • Growth - actual and projected
  • Attainment – individual and class by cluster
review data warehouse
ReviewDataWarehouse
  • Login Process
  • Reports of Interest
    • Student-Student Detail
how to use classroom assessment data
How to use Classroom Assessment Data
  • All assessments should be aligned to the standards (we will convert them to alignment with CCSS over the next year or 2)
  • Questions should be able to be tracked by standard for proficiency
  • Develop a way of monitoring student results by standard so you know what concepts, standards to either re-teach or spiral in during other units
  • Collaborate with colleagues on scoring practices, results, next steps, instructional strategies, etc.
time to play
Time to Play
  • Consider your data and what you would like to accomplish
  • Set one instructional goal with your data for quarter 1
  • How will you know you met your goal?
  • Never use one data point as your only evidence
  • What can we do to support you?
data for instructional practice overarching guidelines
Data for Instructional Practice Overarching Guidelines
  • Students and teacher set goals for unit assessment (growth)
  • Establish a Baseline understanding of where

your students are currently performing (pretest)

  • Differentiate instruction based upon that information
  • Formative assessment/instruction cycle
  • Post Assess (still can be formative)
  • Provide opportunities for proficiency
  • Students and teacher analyze performance and growth

Use best practices around instruction and assessment

slide25

Establish Criteria for how you will know they learned it and your assessment plan both formative and summative

Establish Learning Targets

Pre-Asses

Possible Evaluation Reteach if necessary

Assessment can be projects, presentations, written, oral, products, etc.

Design and implement Instruction

PostAssessment

Provide Feedback to Students

Formative Assessment

learning targets for session1
Learning Targets for Session
  • Identify Strategies to monitor individual student progress
  • Identify Strategies to use data to inform instruction
  • Identify Strategies to use data to promote individual student growth
  • Identify Strategies to intervene on behalf of struggling students - SST
exit slip
Exit Slip
  • Name two key findings that will assist you right away
  • Name two key findings that were brand new information
  • One thing you appreciated about this time
  • One thing you would change