Using Data to Plan Instruction:Using Data to Plan Instruction:

Marty Kenton2nd Grade Teacher Flint Hill Elementary School

Data data everywhereSo much it's hard to

think.Data data everywhereIf only it would link.

James Turner, Educator

What is Data?What is Data?According to dictionary.com, data means:

Factual information, especially information organized for analysis or

used to reason or make decisions.

This definition goes beyond test scores and numerical values. It encompasses factual, objective information about the child.

Levels of DataLevels of Data

Why Bother With Data?Why Bother With Data?• Data leads to a teacher being able to:

• Reflect on own practices• Make practical educational decisions• Meet the needs of individual student’s learning styles• Determine and reevaluate previous decisions for

effectiveness• Ultimately, be a more engaged, effective, productive,

confident, and happy educator

Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999.

Using Data to Plan Curriculum &Using Data to Plan Curriculum & Meet Individual Children’s Needs Meet Individual Children’s Needs

• Data is only meaningful when it is linked to decisions about teaching.• One way is to observe, reflect, and respond:

• Jasmine brings you a book and pointing to the cover, says “what does that say?”

• You think: she’s aware that print carries a message and notices print in the environment.

• Another way is to look at data that has been compiled.

• Looking at the midyear guided reading data and assessment data will let you see the growth in students and where they are still struggling

How Do I Use What I Just Learned?How Do I Use What I Just Learned?• What is the student’s current level?• What is the student ready for next?• How can I support this?• Will I design an activity, have an interaction,

offer a material, adapt the environment?• Data is used to make decisions about groups of

students. • Planning is essential!

I HAVE ALL THIS DATA I HAVE ALL THIS DATA SPREAD OUT, NOW WHAT SPREAD OUT, NOW WHAT

DO I DO?DO I DO?• Take a deep breath and know that working with data takes both time and experimentation.

•Try to put all kinds of data in one place and refer to it as a group when starting to determine groups.

•Find the way that is easiest for you. Everyone is different and everyone handles how to put data together differently.

• I use a folder for my data, other people use a data notebook, and still others use the computer to track all their data. Figure out how you keep things in order. Then make that your plan.

• For me, the folder allows me to put sticky notes in during the week so I can keep track of things I notice when in small groups or whole group. It is quick and doesn’t take up a lot of time.

Putting all the data in one place!Putting all the data in one place!

• I have determined that I don’t want to switch groups every week. For me that it too much confusion and students never know what their group is.

• Groups will switch depending on what I am looking to improve in the room. • Stamina• One Standard• Reading Strategies• Common problems with words• Math concepts• Any other criteria that is needed

Putting all the data in one place!Putting all the data in one place!

Making decisions with dataMaking decisions with data

Student one E 2/6 D T 4/6 G Student two T 4/6 G T 6/6 K

Making decisions with dataMaking decisions with data

• Now these are the questions you need to ask yourself:• What do I need to accomplish?

• What students have the same

or similar needs• How many should be in a

group: Sometimes two groups with the same problem is better than one group

Start with the end in mind!Start with the end in mind!• We have a curriculum!• Before you group the kids look at the

assessment for the unit your going into.

• What kids will have trouble with what is expected and what part of the assessment.

• Use the data about the students to group them in ways that will complement their needs.

BibliographyBibliography

•Dobson, Treneire & Moorman, Emily. “Small Group Instruction Power Point.” NJ DOE, 2006. •ELAS Power Point. NJ DOE, 2005. •Fry, Edward, Ph.D. Informal Reading Assessments K-8. Westminster, CA: Teacher Created Materials, 2002. •Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999.•Wishart, Catherine. “Using Data to Drive Instruction.” Easy Literacy. http://www.easyliteracy.com, 2009.