using student data to make effective instructional decision presented by: alice myles, ed. s...
TRANSCRIPT
USING STUDENT DATA TO MAKE EFFECTIVE
INSTRUCTIONAL DECISION
Presented by: Alice Myles, Ed. S
Consulting Teacher/ Instructional Specialist
Metropolitan Nashville School District
WELCOME TO COMMON CORE STANDARDS TRAINING!
Greet the members of your team and introduce yourself.
TODAY YOU WILL LEAVE WITH….
An understanding of Common Core State Standards (CCSS)
Vocabulary related to unpacking the Common Core State Standards
Knowledge of how to use formative and summative assessments to inform instructional decisions in the classroom.
COMMON CORE STATE STANDARDS ACTIVITY #1
Using Handout #1 complete the Common Core Standards Pre-test. Please work with a person on your team
COMMON CORE STATE STANDARDS OVERVIEW
Common Core Standards are…
Common Core Standards are not..
UNWRAPPING THE STANDARDS
Making the standards manageable, rigorous,
and relevant to classroom instruction.
KEYS TO UNWRAPPING THE STANDARDS
• Introduce the standards as both a bottom –up and top down initiative.
• Involve a critical mass of teachers nationwide from the first day the project moves into schools.
•Focus on results rather than means
•Standards have a stronger integrated literacy structure than most state standards
•Stringent readability ranges for each grade level
•Balance of literature and informational texts
•Text Complexity
COMMON CORE CHARACTERISTICS
Fewer and more rigorous.
Aligned with college and career expectations
Internationally benchmarked
Rigorous content and application of higher-order skills.
Builds on strengths and lessons of current state standards.
Research based
COMMON CORE STATE STANDARDS ACTIVITY #2 PROTOCOL: TEXT RENDERING
1. Choose a document to review.
2. Take 5 minutes to review the document you chose, mark one sentence, a phrase, and a word that you think is particularly important for our work with the Common Core State Standards.
3. Prepare to share your sentences, your phrases and then your words with your team.
COMMON CORE STANDARDS: ELA/LITERACY
Three main sections
K−5 (cross-disciplinary)
•K-2
focu
s on
Fou
nd
atio
n S
kills fo
r p
rint co
nce
pts a
nd
ph
on
olo
gica
l aw
are
ness
•K-5
ph
on
ics an
d w
ord
reco
gn
ition
, an
d fl
uen
cy6−12 English Language Arts
6−12 Literacy in History/Social Studies,
Science, and Technical Subjects
Shared responsibility for students’ literacy developm
ent
COMMON CORE STANDARDS: ELA• S
tan
dard
levels
that w
ill be
new
for re
portin
g p
urp
oses
acro
ss a
ll ven
dor
assessm
en
ts.
• Gra
de ra
ng
es fo
r ELA
, sep
ara
te lis
t of
develo
pm
en
tally
ap
pro
pria
te
skills
alig
ned
with
the C
olle
ge
an
d C
are
er R
ead
iness
Sta
nd
ard
s. T
he m
ath
em
atic
s
docu
men
t doesn
’t have th
is.
• ELA
sta
nd
ard
s h
ave a
Stra
nd
, C
luste
r, an
d a
Sta
nd
ard
.
COMMON CORE MATH STANDARDS
Handout #3
K-8
Grade
Domain
Cluster
Standards
(There are no Pre-K Common Core Standards)
QUIZ / QUIZ / TRADE
1. Each person takes one card.
2. Pair with someone you don’t know.
3. One person quizzes the other person and then vice-versa. The person with the shorter hair of the pair will always go first.
4. Trade cards, and raise your hands.
5. Find a new person, and repeat the process. (10)
MENU FOR RIGOR IN THE CLASSROOM
Demanding
Relevant
Engaging
Addressing different learning styles
Self-challenging
Adaptive
DEFINING RIGOR AND WHAT IT LOOKS LIKE
Academic rigor can be defined as the set of standards we set for our students and the expectations we have for our students and ourselves.
Rigor is much more than assuring that the course content is of sufficient difficulty to differentiate it from K-12 level work.
Rigor includes our basic philosophy of learning – we expect our students to demonstrate not only content mastery, but applied skills and critical thinking about the disciplines being taught.
Rigor also means that we expect much from ourselves, our colleagues, and our institutions of learning.
COMPONENTS OF RIGOR
Assists students in fulfilling predetermined outcomes and
competencies by challenging them with high expectations.
Essential components of rigor in the classroom:
•Content acquisition
•Critical thinking
•Relevance
•Integration
•Application of concepts
•Long term retention
•Responsibility
EXAMINING RIGOR IN STUDENT ASSIGNMENTS
Activity #3
Using the Common Core State Standards design a performance task for students at each grade level.
Data data everywhereSo much it's hard to
think.Data data everywhereIf only it would link.
James Turner, Educator
THE IMPORTANCE OF STUDENT DATA
•What is Data????•Discuss your definition of data with your group. Compile a list of types of data you would collect regarding students. Choose one person to serve as the presenter for the group.
THE IMPORTANCE OF DATA
Data is collected to inform instructional decisions in a classroom, school, or school district.
Data includes factual informal information about students.
Data includes academic, social, and behavioral facts about students.
Data is the first step in planning in your classroom.
THE IMPORTANCE OF DATA
Data leads to a teacher being able to:• Reflect on own practices• Generate new strategies to reach students• 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.
LEVELS OF DATA
School Level
Grades levels making AYP
School Report Card Data
Diagnostic Data
District LevelSchools AYP data
High Stakes testing data
School Discipline data
School Attendance Data
State Level
AYP data, # of students receiving free and reduced lunch, and student receiving exceptional education services
CLASSROOM LEVELS
•Individual Student Scores
•Anecdotal observations
•Student interest, motivations
•Behavioral Observations
•Parent Conference Data
GROUP ACTIVITY #3 DATA CONVERSATION
Work with your group to examine the different types data
Draw conclusion for student instruction based on the information given in the profile.
Work in pairs to engage in a data conversation. One person will act as the teacher and one person will act as the administrator, instructional coach, or team member.
Discuss the possible decisions that can be made to improve classroom instruction to increase student achievement.
CREATING COMMUNITY
Professional Learning Community
DATA DRIVEN CULTURE
Eight Steps for Success
1. Establish a Clear Vision
2. Research and Learn from Others’ Successes
3. Examine Infrastructure for Effective Data Use
4. Ensure Buy-In, Commitment and Trust
5. Foster Professional Development
6. Lead by Example and Encourage Data Utilization
7. Establish Data Meetings
8. Remove or Modify Barriers to Effective Data Use
