DATA ANALYSIS FOR INSTRUCTIONAL PRACTICE

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Series 1Series 2Series 3

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 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 youOn the piece of paper provided:1. Name one best practice related to

instructional data use2. Name data sources available to you as

a teacher at WHMS

Types of Student DataQuantitative DataQualitative Data

Demographic DataClassroom DataStandardized DataPerformance DataProgress Monitoring

Demographic Examples

Ethinicity

Gende

r

Economic

Status

Disability

ELL

220

Open

En

rollm

ent

Drop Out Rates

Daily Attendance Rates

Community information such as urban, rural,

suburban

Extra-curricular participation

Classroom Data Pre – tests Post – tests (Common Formative

Assessments) Projects Presentations Group Work End-of-course assessments (Common

Summative Assessments) Observations Participation Rates

Standardized DataSome is norm-referenced, some is not

MAPWKCE

NAEP (Smarter Balance)R180

FASST Easy CBMCoGATS

Performance DataCould be:

Project-basedDemonstrationLab practicalGroup workPhysical performance (playing

an instrument, fitness activities)

Quantitative Data

•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 ClassQuantitative data:282 students 154 girls, 128 boys68% on honor roll150 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•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 NWEA website reports Data Warehouse Course a-like analysis on common

assessments Standardized item analysis Intervention Progress Monitoring Tools

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

1. ACHIEVEMENT STATUS2. GROWTH DATA3. DES CARTES

Demo the reports – how can they help you?

REVIEW DATA WAREHOUSE Login Process Reports of Interest

Student-Student Detail

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 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

Students and teacher set goals for unit assessment (growth)

Establish a Baseline understanding of whereyour 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

Establish Learning Targets

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

Pre-Asses

Design and implement Instruction

Provide Feedback to Students

Formative Assessment

Post Assessment

Possible Evaluation Reteach if necessary

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

etc.

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

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