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October 10, 2013
Data-Driven Decision Making:
Data Analysis in the Common
Core Classroom
Jayme Tighe, Sr. Manager of School Improvement
Jessica Cubellis, Manager of School Improvement
OBJECTIVES
Participants will:
• Increase their effectiveness in
learning to interpret and apply
student data to the classroom and
lab instruction
•Receive strategies for incorporating
data into the classroom
RESEARCH
Studies indicate that effective use of
data to make decisions enhances the
ability of schools to become learning
organizations by directing continuous
improvement efforts.
RESEARCH
•First and foremost, data inform
instructional strategies. They help
teachers decide how to pace their
instruction, align their lessons to
standards, identify lessons for
re-teaching, guide their flexible
grouping of students, and target
students for intervention.
RESEARCH
•Data driven practices can foster a
culture of inquiry and work to
reinforce school priorities by providing
supplemental information that aids
communication amongst teachers,
students, parents, and the rest of the
school community.
RESEARCH
•Educators know that the effective use of data can measure student progress, evaluate program and instructional effectiveness, guide curriculum development and resource allocation, promote accountability and, most importantly, ensure that every child learns.
Cromey, 2000; Datnow, Park, & Wohlstetter, 2007; Johnson, 2000; Lafee, 2002; Petrides & Nodine, 2005.
USING DATA AS A TEACHER
•Continually monitor student
performance and student data
oStandardized test scores
oCognitive Tutor data
oFormative and summative assessments
•Set goals and adjust instruction
•Discuss data with students
MONITOR STUDENT PERFORMANCE
•During classroom and computer lab
time oOff-task behavior
oErrors in work
oContent areas in need of review
MONITOR STUDENT PERFORMANCE
CLASS DATA
Student 1 1234 s1 Student 2 4321 s2 Student 3 5678 s3 Student 4 8765 s4 Student 5 9876 s5 Student 6 6789 s6 Student 7 1122 s7 Student 8 9988 s8 Student 9 7654 s9 Student 10 5432 s10 Student 11 4455 s11 Student 12 0954 s12 Student 13 7234 s13
Teacher Class
STUDENT DATA Teacher Class
Student
STUDENT DATA
Student skills alert
Teacher Class
Student
ADJUST INSTRUCTION
ASSESSMENT DATA
Student 1 1234 s1 Student 2 4321 s2 Student 3 5678 s3 Student 4 8765 s4 Student 5 9876 s5 Student 6 6789 s6 Student 7 1122 s7 Student 8 9988 s8 Student 9 7654 s9 Student 10 5432 s10
Teacher
Class
ASSESSMENT DATA
Teacher Class
Student
ADMINISTRATIVE REPORTS TO MONITOR PROGRESS
DATA TEAMS
DATA TEAMS
DATA TEAM AGENDA TEMPLATE…
DATA TEAM AGENDA TEMPLATE…
DATA TEAM AGENDA TEMPLATE…
SET GOALS WITH STUDENTS
•Facilitate students’ self-monitoring
oData Notebooks
oLearning Logs
•Guide student goal setting and self-
reflection
•Provide remediation and extensions
as needed
½ SHEET GRADING RUBRIC
STUDENT SELF MONITORING
STUDENT SELF MONITORING
STUDENT SELF MONITORING
STUDENT CONFERENCES
•Discuss Lab Learning Logs and Goals
•Review time on problems, problems
solved, etc.
•Share weekly or bi-weekly reports
students
•Create Data Notebooks
CLASS GOALS AND INCENTIVES
•Maintain class Bulletin Boards and
Posters to:
oProgress monitor
oMotivate and encourage students
oFacilitate student self-monitoring
oGuide small group remediation
CLASS GOALS
CLASS GOALS
INCENTIVES
INCENTIVES
INCENTIVES
TAKE AWAYS…
DATA USE IN YOUR SCHOOL
•Form a Collaborative, Data Team oLead Teachers
oDepartment Chairs
oTechnology Director
oKey Individuals
FILL IN THE GAPS
• Identify existing routines and
strategies oContinued Professional Development
oGoal Setting
oSchool-wide
oClass
oTeacher
oStudent
KEEPING DATA ALIVE
•Ongoing Collaboration oData Meeting
oStudent Conferences
oCurriculum Planning and Review
QUESTIONS?
THANK YOU!
jtighe@carnegielearning.com
jcubellis@carnegielearning.com
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