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Exploring the Use of Data Inquiry Cycle to Improve Student Learning. Outcomes: Develop a common understanding of the data inquiry cycle Explore examples of how the inquiry cycle is currently being used in Brighton Self-assess the incorporation of the cycle into the work of our building. - PowerPoint PPT Presentation
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Exploring the Use of Data Inquiry Cycle to Improve Student Learning
Outcomes: Develop a common understanding of the data
inquiry cycle Explore examples of how the inquiry cycle is
currently being used in Brighton Self-assess the incorporation of the cycle into the
work of our building
Data Inquiry Cycle
Analyze data to define
strengths and weaknesses
Identify what need you
want to focus on
Define strategies to
address needs
Implement strategies
Monitor student progress
related to the needs
What do we know about data?• “the compelling evidence that grounds conclusions
in actual results, not speculation” (Love, 2009)
• “Information output by a sensing device or organ that includes both useful and irrelevant information” (Webster)
Regardless of definition, data – by themselves – have no meaning.
Bernhardt’s Types of Data
Demographic
Perceptual
Student Learning
School Process
Descriptive information on:
•Enrollment
•Attendance
•Special Education/
•Dropout rate
•Ethnicity
•Gender
•Grade level
•Language proficiency
Demographic
Perceptual
Student Learning
School Process
What students, parents, teachers, etc. think about and/or their attitudes related to:
•Learning environment
•Classes
•School
Demographic
Perceptual
Student Learning
School Process
Results of:
•Standardized tests
•Unit tests
•Grades in a course of study
•Formative assessments
•Authentic assessments
Demographic
Perceptual
Student Learning
School Process
Description of:
•School programs and processes
•Instructional strategies
•Classroom practices
Demographic
Perceptual
Student Learning
School Process
Demographic
Perceptual
Student Learning
School Process
Poor Attendance
High Test Scores
Poor Grades
Disengaged in class
We use data for two purposes:
• make informed decisions about instruction• provide feedback to students about their learning• prioritize and focus energies around student learning• gain an understanding of what a quality performance is and
how close our students are to achieving it• identify students who need enrichment and those who need
support• measure program effectiveness• refine curriculum
Using data is a key tool in leading schools toward improvement.
Inst
ructi
onal
D
ecis
ions
Prog
ram
Dec
isio
ns
Comparative Data
NYS Test Data
Classroom Formative Assessment Data
Love, N. et al. (2008) The Data Coach’s Guide
What data are we currently using that teachers find useful?
Item Difficulty and Response Gap Analysis
Data from Common Finals
Learning Target MC # % correct
by teacher
N=75
All classes
% correctN=154
Gap
Adding 1 89 88 13 92 79 138 91 92 -1
10 86 85 1Subtracting 2 88 90 -2
6 94 88 612 93 87 6
Multiplying 4 68 71 -39 55 63 -8
13 48 54 -6Dividing 5 75 92 -17
7 80 82 -211 34 75 -4114 72 87 -15
Learning Target
MC #
% correct by
teacherN=75
whole group
% correctN=154
Gap A B C D
Adding 1 89 88 1 2 6 13 89
3 92 79 13 2 92 2 4
8 91 92 -1 91 7 0 2
10 86 85 1 2 12 86 2
Subtracting 2 88 90 -2 4 0 88 8
6 94 88 6 2 4 94 0
12 93 87 6 2 93 5 0
Multiplying 4 68 71 -3 4 68 16 12
9 55 63 -8 21 20 55 4
13 48 54 -6 17 18 17 48
Dividing 5 75 92 -17 8 8 75 9
7 80 82 -2 80 4 6 10
11 34 75 -41 30 8 28 34
14 72 87 -15 8 72 13 7
What’s going on at a district level?
• Data Days – Analysis of upcoming students to see patterns of
strengths and weaknesses
What the teachers say?
What’s important to consider when implementing the data inquiry cycle?
Focus Assessment Analysis Process Actions
What should the focus of the work be?Knowledge, understandings and skills:
– critical to the discipline – necessary for career and college readiness– essential life outside of school– used as building blocks for the next grade level– aligned with “What makes Brighton Brighton?”– teachers will see value in collaborating around– students engage with because have repeated
opportunities for feedback and improving
What assessments will be used to guide the inquiry?
• Standardized tests • Summative tests • Common assessments • Interim assessments• Classroom formative assessments
What is the quality of the assessment?Little Red Riding Hood
What is the main idea? This story is mainly about:a. Little Red Riding Hood’s
journey through the woods
b. The pain of losing your grandmother
c. Everything is not always what it seems
d. Fear of wolves
This story is mainly about:a. Two boys fightingb. A girl playing in the woodsc. Little Red Riding Hood’s
adventures with a wolfd. A wolf in the forest
from Bambrick-Santoyo’s Driven by Data
Are the assessments used aligned with standards, curriculum, the development of disciplinary expertise and the focus of your
work?
Focus: Comprehension
DIBELS – ???Running Reading Record - ???Commercially Produced Assessment - ???Teacher Designed - ???
What assessments will be used to monitor progress?
Analyze data to define
strengths and weaknesses
Identify what need you
want to focus on
Define strategies to
address needs
Implement strategies
Monitor student progress
related to the needs
What matters with respect to analysis & implementation?
• Time to dedicate to the work• Timeliness • Protocols• Implementation - strategies are defined to
move student learning forward• Reflections on process & progress
The Data Inquiry Cycle at TCMS
Goals for AIS at TCMS 2011-2012
Use data to identify students’ needs and match intervention to the student need
Wanted to have “tiers” of intensity to match student need and to maximize resources
Wanted to be able to progress monitor student growth to move students up and down the “tiers” as needed
Analyze Data to Define Strengths and Weaknesses
Over the summer used MAP data and ELA data to try to “tier” students (greatest need, lesser need)
Created intervention groups– Greatest need: Reading teachers, smaller
classes– Lesser need: Classroom-based AIS providers,
larger groups
Identify What You Need to Focus On
AIS providers continued to use MAP data as well as ELA data to analyze student performance
Additionally, used benchmark assessments and individually-administered reading assessments to further pinpoint areas of need (QRI, Fountas and Pinnell Assessment, DRA 2+, DSA)
Define Strategies to Address Needs
Classroom-based AIS providers now providing skills based intervention based on individual assessments (as opposed to supporting ELA classroom instruction)
Interventions are based on assessments and not necessarily classroom ELA instruction
Interventions take place at students’ instructional levels
Implement Strategies
Students receive interventions every other day
Because interventions are based on student need, teachers can spend as much time as needed to ensure that students make growth
The tiering of students makes for more homogeneous instruction and allows for more efficient use of time
Monitor Progress as Related to Student Needs
Created an exit/entrance criteria document to be able to move students through the “tiers”
Will look at progress-monitoring data to help inform us as to which data (or combination of data) is best predictor of ELA assessment success
Next Steps
Evaluate Entrance/Exit criteria document Analyze assessment data Inform teachers of AIS process Continue to work at maximizing resources to
match student needs with the available resources
Data Inquiry At Council Rock
Addition Addition Addition Addition Addition Addition Addition Addition Addition
N+0, 1 Date N+2 Date doubles Date
Correct Attempt Evaluation Correct Attempt Eval. Correct Attempt Eval.
Slow & Accurate Slow & Accurate 9 10 Fast & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate 8 10 Fast & Inaccurate
Slow & Accurate Slow & Accurate Slow & Accurate
2 4 Slow & Inaccurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate 6 6 Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate 8 8 Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate Slow & Accurate
Slow & Accurate Slow & Accurate 8 10 Fast & Inaccurate
Data Inquiry At Brighton High School
FRESData Inquiry
SWAC – School Wide Assessment Committee Learning to use the data
(MAP/AIMSweb/F&P/DSA/State/Math Pre&Post, etc.) Thinking about what can be learned about our
program from the data Encouraging staff to use the data we have to plan for
targeted instruction and ultimately improve student achievement
Discoveries have been passed to FRES committees (Math, ELA) for further exploration
The Inquiry Process…
NYS ELA and math data Prepared lists of strengths and weaknesses using
longitudinal data Gave results to grade level teams to review and
know what to focus on (ELA) Specific strategies to assist with CRQ’s/text based
details have been rolled out all year Plan to review 2012 state ELA and Math results in
August
Math and ELA Club Used 2011 state testing data to identify specific
target areas in comprehension (PI’s) Identified students were placed into homogenous
groups Teachers are targeting weaknesses during
morning ELA/Math tutor time with a focus on written responses that are evidence based
Individual teachers are monitoring progress within the clubs through observation & work samples
FRES staff will evaluate morning Math/ELA Club students’ 2012 NYS ELA and Math results
AIS Baseline data reviewed for every child (multiple data
points) Strengths/weaknesses identified for targeted instruction Strategies developed through weekly PD Strategies implemented Progress monitoring weekly for AIS students and
benchmarked for all students 3x per year to ensure progress
Formal AIS reviews take place 3x per year to review progress and success of strategies being used (Both Math & ELA)
How do we use the data inquiry process for AIS?
RTI Baseline data collected, meeting between
teacher & case manager, classroom observations
Primary concern identified RtI meeting to determine measurable
interventions Strategies/interventions implemented &
monitored Follow-up RtI meeting approximately 6-8
weeks later
How do we use the data inquiry process for RTI?
Strengths of Inquiry Process Students receive differentiated support in
and out of the classroom specific to their needs
Progress is monitored by multiple measures to determine effectiveness & instruction is adjusted to better meet individual needs
Student Learning
Strengths of Inquiry Process Provides a common language which promotes
collaboration among professionals Teachers are increasing their awareness of the value
of the information gained from student data Teachers are better informed about student strengths
and need areas leading to more targeted instruction Data provides specific talking points for teachers to
discuss with parents
Teacher Learning
Time to meet & analyze data Data collection – assessments being
administered and recorded accurately in a timely manner
Need for a facilitator of the data conversations
Supporting teachers in feeling comfortable with data, understanding the data and implications (ie – MAP)
Challenges
Continue with SWAC, RTI, AIS reviews, Data Days, etc.
Continue MAP PD to develop comfort and understanding of this data
Continue to seek ways of collecting behavioral data Continue to seek ways of making data user friendly
and timely Analyze the NYS testing data earlier Data Walls as a means to “go visual” in monitoring
student growth
Next Steps
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