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Using Data to Improve Schools One child at a time

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Using Data to Improve Schools One child at a time .. The Educator s Role Pamela M. Kastner National Board Certified Teacher DATA As an educator, when you ... – PowerPoint PPT presentation

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Title: Using Data to Improve Schools One child at a time


1
Using Data to Improve SchoolsOne child at a
time..
  • The Educators Role
  • Pamela M. Kastner
  • National Board Certified Teacher

2
DATA
  • As an educator, when you see or hear the word
    data, what are your first thoughts?
  • Think-Pair-Share

3
DATA
  • Data drives strategy design, delivery/implementati
    on of the strategy, and the professional
    development necessary to make the strategy
    effective.
  • How does this translate into our classrooms?

4
Where the rubber meets the road the classroom.
  • I have found the following steps have helped me
    know how to interpret and use data to make
    informed decisions in my classroom to impact
    student achievement.
  • Step One
  • Gather evidence of student learning from
    assessment results and record the data.
  • - Record information on a data sheet under
    appropriate objectives/standards.This should be
    done for individual students in a class as well
    as for the entire class.

5
Data does not fix problems
  • Disaggregating data is not a problem-fixing
    strategy. Rather its a problem-finding
    strategy.
  • Lezotte 1999

6
Step One- continued
  • For each objective, the teacher should record
    where a child is currently on the continuum
    advanced, proficient, basic, or below basic.
  • After all the results have been recorded, the
    teacher should go back an decide if the
    objective/standard is a high, medium, or low
    priority for their students.

7
Step One- continued
  • Once results are recorded for each individual
    student, a plan of action can be determined for
    the class and for individual students.

8
Step Two- Look at the impact of the data on
classroom teaching.
  • What do I know about individual students?
  • How can I use this information in my teaching?
  • The data is then used to design instruction and
    can also be used as a discussion point with
    parents at parent/teacher conferences.

9
Step Two- continued
  • Teachers can use the data to work with other
    teachers looking for patterns of strengths and
    weaknesses across grade levels. (data dialogues)
  • Teachers will be able to determine standards they
    should be focusing on to increase student
    learning and best practices that are effective in
    their classroom.
  • The data will help teachers decide how to use
    instructional time effectively, for example, when
    whole-class instruction is most effective and
    where use of small group instruction will be most
    effective.

10
Step Three- Making sure your students learned it.
  • You understand the results of your data and have
    adjusted your instruction accordingly, now you
    need to use classroom assessments that mirror the
    instruction that has taken place.
  • Effective classroom assessment measures what was
    learned as compared to what was taught.

11
Data Informed Classrooms
  • If we want curriculum, instruction, and
    assessment to be one seamless entity teachers
    need to know how students will be assessed.
    (PSSA/ Eligible Content/Reporting Categories),
    that way our instruction and classroom
    assessments can be designed to enable students to
    be successful.
  • Professional development and dialogue is
    essential.

12
Tools to help
  • Getting Results- Pennsylvanias Voluntary
    Framework for School Improvement Planning
  • Leading for Learning- A framework for District
    Strategic Planning
  • Assessment Anchors- Clarify and focus the Reading
    and Math Standards on the PSSA
  • Adopt-an-Anchor- A tool designed to build a
    bridge to Assessment Anchors, designed to support
    teachers.
  • www.pde.state.pa.us

13
Lets begin the dialogue with a
hands-on/minds-on activity
  • Listen for instructions.
  • Place yourself in your team groups.
  • Engage in a data dialogue.
  • Choose one person to share the teams thinking.

14
THANK YOU!
  • Thank you for sharing in this dialogue.
  • The information shared with you today was gained
    from training and tools available from the PA
    Department of Education, Donna Long- a national
    assessment consultant for McGraw-Hill, and my
    fourteen years of teaching, one child at a time,
    one mind at a time, and one heart at a time.

15
If you want to continue the dialogue.
  • My e-mail address is
  • pkastner_at_ltsd.k12.pa.us

16
Data
  • Is data collection highly centralized at the
    district level?
  • Is data being shared with teachers at the
    building level and at the classroom level?
  • In other words, Who is actually analyzing and
    interpreting the data?
  • We are all stakeholders in the process of using
    data to inform our instruction, one child at a
    time, as we move each child toward proficiency
    levels as measured by AYP.

17
The Five Ds - Data
  • It is critical that a district have a high
    quality data system that provides the kinds of
    information and analyses that help a school
    staff.
  • The data needs to
  • -provide rich detail of a students
  • current status of student achievement
  • with respect to the academic standards
  • in reading and mathematics.

18
The Five Ds- Design
  • When a data system provides teachers with a rich
    analysis of current achievement and practice, it
    provides the teacher with a clear reference for
    developing a design the describes where they
    want to go next with
  • respect to what research-based strategies that
    they will use to improve their teaching practice
    and student achievement.

19
The Five Ds- Delivery
  • Data helps a school staff implement its design
    effectively by letting it know to the extent to
    which the improvement tasks are being done and
    the extent to which the strategies are being
    implemented.

20
The Five Ds- Documentation
  • A school staff needs a data system that helps it
    track the changes that are occurring in practice
    and in achievement.

21
Focus Area Multiple Data Sources
  • Questions to ponder
  • Does the district/school use multiple sources of
    data?
  • What is the districts/school plan for analyzing
    collected student performance data and trend
    data?
  • What is the district/school plan for analyzing
    data related to educational practice?

22
The Five Ds- Development of People
  • Data can help a staff focus its professional
    development and let it know how effective it is.

23
Data informed classrooms
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