Data Driven Instructional LeadershipRegion 18 – Leadership Development

Overview • Told Constantly• Common sense• Data rich but

information poor

Making Sense Out of Chaos• What data?• How and When?• How and When should it affect programs?• How and when will it affect the classroom?• How will we make time?• How does it affect goal setting?

Data Driven Instruction System• It cannot be haphazard• Designing and Implementing data can be the

catalyst for school improvement• Not as difficult as it sounds if carefully planned

and implementation is clearly mapped out

DDIS ModelData Collection

Data Reflection

Data Translation

Data Driven Instructional Design

Design Feedback

Summative Formative

Assessment

Data CollectionMost critical aspectConstantly changingBackbone of DDIS

Data Reflection• Student needs must drive

staff development

Data Translation• Includes curriculum mapping• Content adjustments• Instructional adjustments• Starts with curriculum experts – Identifying

the gaps• Teaching staff involved in solution

Data Driven Instruction Design• Includes lesson design and differentiation• The tiered lesson plan model1. Analyze data about student learning2. Design lessons to meet each students needs 3. Teach the lesson to multiple levels of students at once

Teachers do not innately know how to do this• We must get them training

Design FeedbackProvide information back to stakeholdersRegarding the design and implementation of the school improvement activities

Summative and Formative Feedback

• Conducted to determine success so far• Teachers have got to stop seeing assessment as summative• Assessment should be used to inform teachers about the gaps in the

learning progress of students

Goal Setting and Getting StartedFluid Process

II. Data Collection

Making sense of the data is critical

Who, What, Where, When, Why, and How

Use multiple measures of data

Demographic Data

• Gender• Title I Status• Race • Socio-Economic • ELL Status• Discipline• Attendance• Health Status• Enrichment

programs• Remediation

Programs• Special Pops

Student Learning Data• Local Assessment• State Assessment• Classroom• Lexile levels

School Process Data• Finance • Transportation• Bell Schedules• Tutorials• Key is to determine how this information relates to

student learning

Perceptions Data

• How do students view things?• How do parents view things?• What is the school known for?• Typically overlooked• Not easily collected

The Who, When, and How of Data Collection

• Someone needs to be in charge• Data is collected by many• Establish a data discovery team• Team’s purpose is to identify what data is

important• Compile a list• Everyone must understand their role and why

it is critical

• District manager makes sure everything runs smoothly• Create a data entry protocol• No shortcuts• Who is going to check for accuracy• School must track the staff development teachers attend• Have the students been successful• Cost effective• If students are not improving then what adjustments must be made• Where to store the data?• Must be assessable and Robust• Must be able to drill down from several angles• The district cannot be nonchalant about data collection• District must be willing to make long term commitment to data process• Do not assume that data gathering is easy just because it is first

III. Data Reflection

• Teachers must be given time to talk

When and When to Find Time

District Data Retreat Workshop

Professional Learning Time

• Formal and Informal

Data Translation• Is systemic and takes time• Involves analyzing and interesting data• Teachers and administrators must use their own

data in order to know what changes must be made• School district must support the process with

resources• Focus on one improvement

V. Data-Driven Instructional DesignGoal of entire program

How and When • Get data into the hands of teachers• Ownership is the key• Takes time and training• Once teachers understand what is behind it they will embrace it• A data driven culture will develop• Constant follow-up and focus are needed• Changes are made based on data that was reviewed and translated into

curriculum and classroom instruction design

VI. Design Feedback• How is data assessed and how is this

communicated to stakeholders

How is DDIS Adjusted and Evaluated

SMART goals• Specific• Measured• Attainable• Results oriented • Time bound

Adjustment

Evaluation

VII. Summative and Formative Assessment

• We must change the paradigm

VIII. Summary and Results: Is It Worth It?

• Scores will increase

• Innovative programs will be developed

• ESL• Literacy• Gives you the

framework for the improvement process

How Do I Get Started?Put someone in charge of the process

Four Keys

• Purpose• Focus• Communication and coordination• Follow Through

Important

• Limit the focus to one or two things• If teachers are asked to do something they

must understand why they are doing it