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This presentation was designed to assist educators with school level, data-based decision-making. The material presented here was packaged to help teachers understand various data sets, how to analyze information, and how to use the same information to inform instruction. This presentation is free for public use. If you have questions or would like additional information, please contact me via email ([email protected]).
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Data-Driven DecisionsDessalines Floyd
District Literacy Specialist
Data= InformationIt is often organized for analysis and used to
make decisions.
A school is a data warehouse!Information is packaged in a number of different ways.
Assessment scores (i.e. FCAT, SAT, ACT) Teacher-made exam/quiz results Activities/assignments Observations Student-portfolios and notebooks Attendance tracking Conference logs Surveys/feedback forms
If you organize your data, then it will be easier to understand.
Before using your data to make a decision, ask yourself…
1. What does the information reveal?2. Is it reliable?3. How many different forms of data did I collect?4. Have I recorded my results?
Promote student achievement by using the data
to get from point A to point B!
Trade
This… For … Thick, data notebooks
stocked with stale data
Rigid, fixed lesson plans designed with imaginary students in mind
Data-rich, information -poor classrooms whereby data is collected but never used
Organized notebooks with active/fresh data-sets
Flexible lesson plans designed to meet the needs of YOUR students
Data-rich, information-rich classrooms whereby data informs instruction
-Sample scenario,
Danny Doesn’t Compare
What does this look like in the classroom?
You introduce a graphic organizer designed to help your students understand how two
characters in a story compare.
Students complete the assignment-you record the results.
Student Score
Alice 90
Bernard 90
Cynthia 85
Danny 50
Everett 100
After answering a few more important questions, you decide to help Danny accomplish the same goal by making adjustments to a graphic organizer that he has already mastered.
You begin by asking yourself ‘What does this information reveal?’
Re-assess and Record Results-How does he compare to his peers?-
NEXT STEPS
Provide additional support
Pull data from multiple -sources
Provide enrichment to those who initially mastered the skill
Track/monitor along each step
Data-Driven
Decision
Information-gathering is continuous Instruction is both purposeful and direct
This process is Recursive!
