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