Yvonne-Nicole Maisel de St. Croix

Governor’s Teachers Network

March 2015

Transformative

Pathways:

STEAM, Data,

Differentiation, & GTN

The purpose of this session is to support and motivate

educators in the incorporation and implementation of

effective and purposeful data-driven differentiation practices.

Purpose of Session

We are the champions 

Plus 2 Ain’t all Bad

Spectrum of Understanding:

“High Impact instructional leaders

believe that success and failure in student learning

is about what they, as teachers or leaders, did

or didn’t do”- John Hattie

Hard work beyond the "what" questions requires

realignment.

How do we get there from here?

Some of the verbiage it takes to become a

champion:

Research Action Garden

Essential Questions1.How is student data currently

being utilized to direct differentiation in student

instruction?

2.What data sets are most effective in regard to educators designing

differentiated student instruction?

Essential Questions3. In what ways may person knowledge, task knowledge, and strategy knowledge be applied in the content area classroom to demonstrate effective delivery of data-

driven instruction by educators?

Essential Questions4. Can methods of

instructional delivery based on relevant data impact

student learning in a positive, productive way? How may these results be

measured?

Action Research PlanPre-assessmentMeet with educators

collectively to discuss term differentiation, evidence of

differentiation, and obstacles to differentiation

Educator SurveysHow differentiation is currently being used to guide instruction

How data is currently being used to guide instruction

Educator Survey Example

Variables regarding the use of data to driven differentiation to

instruction include:

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness Operational Norms

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculum

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculum

Student-readiness

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculum

Student-readinessClassroom management

Variables regarding the use of data to driven differentiation to

instruction include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculum

Student-readinessClassroom managementAdministrative support

Variables regarding the use of data to driven differentiation to instruction

include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculumStudent-readiness

Classroom managementAdministrative supportTeacher collaboration

Variables regarding the use of data to driven differentiation to instruction

include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculumStudent-readiness

Classroom managementAdministrative supportTeacher collaboration

Time management by educators

Variables regarding the use of data to driven differentiation to instruction

include:

Teacher-readiness Operational Norms

Teacher-openness to differentiate curriculumStudent-readiness

Classroom managementAdministrative supportTeacher collaboration

Time management by educatorsMisconceptions regarding differentiation

How do we know the readiness level of our

educators?Data-driven

Differentiation Session Topics

Survey

Survey 2

Results

How vision and data connect:

Without a clear vision for data-driven decision making, data use can foster

inequity.

Fair is not always equal

The shift from deficit perspectives to asset-

based approaches should be at the heart of any school improvement

effort.

Data-driven instruction beginning of year evaluation

-  types of data being used to design instruction

-  how data is gathered at the start of the year

-  how data is interpreted by educators-  how data can be applied to differentiation

in regard to objectives (per unit of study, yearlong)

GTN Action Research Findings

GTN Action Research Findings

Step 1: Cultivating Relationships

These are some of my initial considerations for

modeling coaching strategies

Whole Group InstructionData Conversations

Working with Classroom Data: A Snapshot

Objective 1Participants will analyze how

multiple data sets can be effectively used to strengthen

classroom instruction.

Formative Assessments and Summative Assessments

These findings led me to consider:1.The use of summative data should

be integrated into the practice of flexible grouping.

2. Summative data should be evaluated and pre-assessments of student learning should be occurring to mitigate the time-consuming practice of re-teaching concepts.

Objective 2Participants will synthesize data

into creative curriculum approaches.

Crafting Purposeful, Differentiated Instruction

Data should be employed and referenced in both the

design and implementation of assessment, and those data sources should be

reviewed and analyzed for validity and reliability.

There must be purposeful design on the part of the educator that

supports the practicality of assignments, but also a

relevance that recognizes student-centered, differentiated

assessment practices.

Data-driven instruction development

Design Common Core and/ or state standards aligned lesson plan

based on current instruction that has been modified to demonstrated data-driven differentiated practices

Individual Teacher-Student Conference

Purposeful Conversations

Individual Teacher-Student Conference

Formative Use of Summative Data Student Conferences

Instructional Elements1. the educator’s pre-conceived ideas of how the lesson will go

upon delivery with differentiated modifications 2. relevant CCSS or state standards alignment3. evidence of differentiated instruction4. sequenced steps in the lesson plan5. teacher generated materials and materials list6.  formative samples of student work7.  educator’s reflection of content delivery

Ongoing Professional Development

1. Formative and Summative Assessments

2. Tiered Questioning3. Higher-level Questioning Skills4. Cluster grouping

Consistent Conversations

Collaborative ConversationsEducator Responses

Objective 3Participants will evaluate how STEAM

integrates into classroom practices.

Writing HeartbeatSample Writing Heartbeat Survey

Results

For individual students, summative test results

can:• Initially identify various needs of

exceptional students;• Pinpoint specific problems of learning and

development; and,• Provide a useful supplement to the

classroom teacher’s measures of academic progress.

For individual students, summative test results

can:• Efficiently describe an individual’s learning

abilities and levels of achievement;• Guide modifications or adaptions of

instruction to meet individual needs; and,• Identify general areas of strengths and

weaknesses.

For groups of students, summative test results

can:•Provide a good indication of general ability levels prior to instruction; and

•Be used to establish reasonable classroom goals.

For groups of students, summative test results

can:• Help shape the nature of instruction and supplemental instructional materials;

• Identify areas of instructional strengths and weaknesses across classes, grade levels, or school buildings; and,

• Provide one source of data about the effectiveness of instruction

(Mertler, 2007).

Authentically Facilitating Student Engagement

1. Give up absolute control of the lesson content

Authentically Facilitating Student Engagement

2. Valuing student engagement over

convenience

Authentically Facilitating Student Engagement

3. Respecting indivudal student interests through flexibility,

resourcefulness, sensitivity to student needs, and a deep understanding of content

Authentically Facilitating Student Engagement

4. Admitting you do not have the market

cornered on knowledge

Authentically Facilitating Student Engagement

5. Develop healthy relationships with learners

Source: Powell, M. (2013). 5 Ways to Make Your Classroom Student-Centered. Retrieved from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html

Authentically Facilitating Student Engagement

All By My Selfie

Action Research ConclusionsResearch supports professional development that:

• Provides opportunities for active, hands-on learning.• Enables teachers to acquire new knowledge, apply

it to practice, and reflect on results with colleagues.• Is collaborative and collegial.• Is intensive and sustained over time.

Source: Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53

Educators can and should be the architects of their own professional

development.

That being said, educational leaders need to demonstrate transformational

leadership by pre-assessing the individual and collective needs of an

educational organization. 

Next Steps:Develop professional

developments incorporating active, data-driven authentic

learning experiences from local best practices

Next Steps:Facilitate crosswalk

conversations among grade levels involving multiple stakeholders to produce

targeted objectives

Next Steps:Encourage and incorporate educators from outside core

content areas in crucial conversations regarding best differentiation practices and

data usage

For all transformational leaders…

• Have an unwavering vision and know what you believe

• Share your vision (over and over and over)

• Change is hard• Professional learning is the key

Resources for principals:

• Using Student Achievement Data to Support Instructional Decision Making

• Principal's view of data driven instruction 

• Schoolwide Enrichment

Thank you for your time and consideration!

Yvonne de St. CroixGovernor’s Teacher Network

http://gtnpd160.ncdpi.wikispaces.net/District-+or+State-Level+Presentation

ReferencesDarling-Hammond, L. & Richardson, N. (2009).

Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53

Mertler, C. A. (2007). Interpreting standardized test scores. Thousand Oaks, CA: Sage Publishing.

Powell, M. (2013). 5 Ways to Make Your Classroom Student-Centered. Retrieved from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html