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Instructional Technology Resource Teachers: Using Data for Instructional Decision Making
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Copyright 2008 Instructional Technology Resource Teachers: Using Data for Instructional Decision Making
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Instructional Technology Resource Teachers: Using Data for Instructional Decision Making. About This Training. Developed by Edvantia for the Virginia Department of Education Content experts: Dr. Chris Corallo, Director of Professional Development, Henrico County - PowerPoint PPT Presentation
Transcript of Instructional Technology Resource Teachers: Using Data for Instructional Decision Making
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Instructional Technology Resource Teachers: Using Data for
Instructional Decision Making
Instructional Technology Resource Teachers: Using Data for
Instructional Decision Making
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About This TrainingAbout This Training
Developed by Edvantia for the Virginia Department of Education
Content experts: Dr. Chris Corallo, Director of Professional
Development, Henrico County Deborah Roethke, Lead ITRT, Henrico County
Developed by Edvantia for the Virginia Department of Education
Content experts: Dr. Chris Corallo, Director of Professional
Development, Henrico County Deborah Roethke, Lead ITRT, Henrico County
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The Role of the ITRTThe Role of the ITRT
ITRT are Change agents School leaders
ITRT focus on INSTRUCTION, and you use data to Understand the effectiveness of instruction Identify areas of need for student learning Identify, implement, and monitor instructional
technology change efforts to meet those needs
ITRT are Change agents School leaders
ITRT focus on INSTRUCTION, and you use data to Understand the effectiveness of instruction Identify areas of need for student learning Identify, implement, and monitor instructional
technology change efforts to meet those needs
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Part OnePart One
It’s all about the dataIt’s all about the data
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Objectives for Part 1Objectives for Part 1
Understand the different types of data that can be collected.
Give examples of each type of data. Describe when each type of data would
be useful.
Understand the different types of data that can be collected.
Give examples of each type of data. Describe when each type of data would
be useful.
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Data Survey Activity:Getting Acquainted
Data Survey Activity:Getting Acquainted
What are some ways that you use data to inform instruction?
What are some ways that you use data to inform instruction?
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Case Study: IntroductionCase Study: Introduction
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It’s all about the data!It’s all about the data!
ITRT will collect and analyze data to determine which areas of the instructional program and student learning can be supported by technology.
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What research says about using data for decision making….
What research says about using data for decision making….
“Data is a body of information derived from prior activity,
organized, and studied to aid in the conduct of future activities.”
From Juran on Quality Design, Juran (1992)
“Data is a body of information derived from prior activity,
organized, and studied to aid in the conduct of future activities.”
From Juran on Quality Design, Juran (1992)
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Steps in the ProcessSteps in the Process
1. Evaluate your current situation.
2. What do you want to know?
3. Use your data to answer the questions.
1. Evaluate your current situation.
2. What do you want to know?
3. Use your data to answer the questions.
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Evaluate Your Current Situation
Evaluate Your Current Situation
“To determine where (and how) you want to focus your efforts, you
must first carefully examine your current situation and pinpoint your
highest priorities.”
Making Good Choices, NCREL
“To determine where (and how) you want to focus your efforts, you
must first carefully examine your current situation and pinpoint your
highest priorities.”
Making Good Choices, NCREL
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What do you want to know?What do you want to know?
…use your data to answer the questions….
…use your data to answer the questions….
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It all comes back to data…It all comes back to data…
design your instructional program monitor progress toward full implementation of
the program measure success of the program
design your instructional program monitor progress toward full implementation of
the program measure success of the program
When looking at your general instructional program, data should be used to…
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It all comes back to data…It all comes back to data…
The ITRT will work with teachers and the leadership team to identify how technology should be used in the instructional program.
The ITRT will work with teachers and the leadership team to identify how technology should be used in the instructional program.
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It’s all about data…..It’s all about data…..
Demographic Data: Who are the students we serve and does our instructional program meet their needs?
Program Data: What are the components and supports (or lack of components and supports) in our instructional program that are responsible for these student achievement results?
Student Outcome Data: How are our students doing as a result of our instructional program?
Demographic Data: Who are the students we serve and does our instructional program meet their needs?
Program Data: What are the components and supports (or lack of components and supports) in our instructional program that are responsible for these student achievement results?
Student Outcome Data: How are our students doing as a result of our instructional program?
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Demographic Data: What is it?
Demographic Data: What is it?
Data on who the students are Data on life experiences they bring Data on support networks outside the
schoolThese data should be used to design the
program based on student need.
Data on who the students are Data on life experiences they bring Data on support networks outside the
schoolThese data should be used to design the
program based on student need.
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Demographic Data: Examples
Demographic Data: Examples
Brainstorm some examples of Student Demographic variables.Brainstorm some examples of
Student Demographic variables.
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Demographic Data: Examples
Demographic Data: Examples
Student Demographic Variables
Ethnicity Gender Socioeconomic status Limited English proficiency Special education Mobility Community support Availability of Internet access in the
home/community
Student Demographic Variables
Ethnicity Gender Socioeconomic status Limited English proficiency Special education Mobility Community support Availability of Internet access in the
home/community
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Program Data: Why It MattersProgram Data: Why It Matters
Schools cannot control the demographics of the students attending.
Schools cannot control what the students cognitively bring with them to school.
Schools can control the learning process (programs, practices, and strategies) they use to engage the learners.
Schools cannot control the demographics of the students attending.
Schools cannot control what the students cognitively bring with them to school.
Schools can control the learning process (programs, practices, and strategies) they use to engage the learners.
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Program DataProgram Data
What aspects of the instructional program should be considered to ensure the needs of the students
are met?
What aspects of the instructional program should be considered to ensure the needs of the students
are met?
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Program Data: ExamplesProgram Data: Examples
Brainstorm some examples of program data.
Brainstorm some examples of program data.
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• Basal series and supplemental materials• Teacher experience in teaching core areas• Time devoted to teaching and T.O.T.• Grouping of students for instruction• Availability of resources• Processes and practices for assessment• Instructional strategies used in teaching • Support/enrichment/intervention services• Use of available technology to support instruction
Program Data: ExamplesProgram Data: Examples
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Demographic Data Activity
Case Study, continued
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Student Outcome Data: TypesStudent Outcome Data: Types
Direct Learning Data:Data that directly indicate the level of student academic achievement as an outcome of the school program.
Associated (Indirect) Learning Data:Data indicators that can be attributed to or related to direct student learning outcomes but do directly measure or represent student learning.
Direct Learning Data:Data that directly indicate the level of student academic achievement as an outcome of the school program.
Associated (Indirect) Learning Data:Data indicators that can be attributed to or related to direct student learning outcomes but do directly measure or represent student learning.
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Student Outcome Data: Using Multiple MeasuresStudent Outcome Data: Using Multiple Measures
Start with your Standards of Learning or local end-of year course assessment and look for deficits in learning.
Validate your findings by examining other outcome data (class grades, test grades, report cards, or other direct learning measures).
Start with your Standards of Learning or local end-of year course assessment and look for deficits in learning.
Validate your findings by examining other outcome data (class grades, test grades, report cards, or other direct learning measures).
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Let’s put all the data elements together…Let’s put all the data elements together…
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Demographic Data
Ethnicity, Gender, SES, LEP, SPED, Mobility, Community Support
Program Data
Instructional Grouping, Faculty Expertise, Time on Task, Curriculum and
Instructional Resources Available, Instructional Strategies,
Support Services Available, Core ReadingProgram, Technology Integration
Outcome Data
Direct Measures ofStudent Learning
Standardized Tests, State Assessments, School Tests,
Performance Tasks
AssociatedStudent Indicators
Attendance, Discipline, Graduation, Promotion Retention,
Enrollment in Advanced Courses
Data CollectionPoints
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Part TwoPart Two
The data and your teachersThe data and your teachers
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Reflection and Summary of Part One
Reflection and Summary of Part One
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Objectives for Part 2Objectives for Part 2
Analyze data for a particular subject area and grade level
Create a data presentation utilizing effective presentation strategies
Analyze data for a particular subject area and grade level
Create a data presentation utilizing effective presentation strategies
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Before we start… some realities and assumptions
Before we start… some realities and assumptions
Using data for instructional planning takes TIME!!!
Individual teachers should not be expected to do it by themselves…they will need support in the form of time and extra hands.
The data tasks should be split up among teachers and school leaders.
School leaders should provide time for the task to be done.
Using data for instructional planning takes TIME!!!
Individual teachers should not be expected to do it by themselves…they will need support in the form of time and extra hands.
The data tasks should be split up among teachers and school leaders.
School leaders should provide time for the task to be done.
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Case Study, continuedCase Study, continued
Analyzing Outcome Data Activity
Analyzing Outcome Data Activity
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Effective Ways to Display Data
for Group Analysis
Effective Ways to Display Data
for Group Analysis
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Tips for Good PresentationsTips for Good Presentations
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Dazzle ThemDazzle Them
Dazzle them with the information— not the graphics or style.
The medium is not the message. The information is the message. On the other hand, don’t send them
running with a boring presentation.
Dazzle them with the information— not the graphics or style.
The medium is not the message. The information is the message. On the other hand, don’t send them
running with a boring presentation.
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Basic RulesBasic Rules
Keep it simple. Make bullet points—they’re easy to read. Use graphics. Keep wording concise. Keep font size large. You are the star—not the presentation.
Keep it simple. Make bullet points—they’re easy to read. Use graphics. Keep wording concise. Keep font size large. You are the star—not the presentation.
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10-20-30 rule10-20-30 rule
Use no more than 10 slides.
Your presentation should last no longer than 20 minutes.
Font size should be no smaller than 30.
Use no more than 10 slides.
Your presentation should last no longer than 20 minutes.
Font size should be no smaller than 30.
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Circle GraphsCircle Graphs
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Bar GraphsBar Graphs
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Line GraphsLine Graphs
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TablesTables
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ActivityActivity
Create a data presentation.Create a data presentation.
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Part ThreePart Three
Giving your teachers a voiceGiving your teachers a voice
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ObjectivesObjectives
Understand the purpose of a study group.
Be able to use data to determine how to best form a study group to meet particular needs.
Understand the process for creating and sustaining a study group.
Understand the purpose of a study group.
Be able to use data to determine how to best form a study group to meet particular needs.
Understand the process for creating and sustaining a study group.
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Case Study, continuedCase Study, continued
The Study Group ProcessThe Study Group Process
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The Study Group ProcessThe Study Group Process
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What is a study group?What is a study group?
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Study Groups VersusProfessional Learning Communities
Study Groups VersusProfessional Learning Communities
Study Groups PLCs
3-6 people 20+ people
Can last for weeks or months
Usually last a year or longer
Cyclical Have definite beginning and ending points
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What makes an effective study group?
What makes an effective study group?
Regular meetings Leader or facilitator Clear agendas Clear outcomes Administrative communication
Regular meetings Leader or facilitator Clear agendas Clear outcomes Administrative communication
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Getting StartedGetting Started
Why What Who When Where
Why What Who When Where
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Step 1: Planning and LearningStep 1: Planning and Learning
Study group is formed. New learning is acquired. Action plan is built around
the newly acquired learning.
Study group is formed. New learning is acquired. Action plan is built around
the newly acquired learning.
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Step 2: ActionStep 2: Action
Individuals implement the action plan in their own settings.
Participants collect evidence of success.
Individuals implement the action plan in their own settings.
Participants collect evidence of success.
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Study Group ActivityStudy Group Activity
Data AnalysisData Analysis
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Step 3: ReflectionStep 3: Reflection
Study group meets to share evidence of success with regard to the plan.
Study group meets to share evidence of success with regard to the plan.
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Pulling It All TogetherPulling It All Together
Study Group Action PlanStudy Group Action Plan
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Step 4: Options Study Groups are Flexible!
Step 4: Options Study Groups are Flexible!
Changes are made after the reflection.
More new learning occurs and the cycle repeats.
Study groups change and adapt based on needs.
Changes are made after the reflection.
More new learning occurs and the cycle repeats.
Study groups change and adapt based on needs.
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Using Study Groups to Analyze Data
Using Study Groups to Analyze Data
Organize the study groups around the data: Analyze data on student learning and the
learning environment. Using these data, generate a list of
program and student needs. Create an action plan.
Organize the study groups around the data: Analyze data on student learning and the
learning environment. Using these data, generate a list of
program and student needs. Create an action plan.
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Part FourPart Four
Turning Data into Learning Experiences
Turning Data into Learning Experiences
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Objectives for Part FourObjectives for Part Four
Understand and be able to employ data when planning learning experiences and instruction.
Be able to identify technology-based solutions for instructional needs.
Identify strategies to use to collaborate with teachers on designing instructional experiences.
Understand and be able to employ data when planning learning experiences and instruction.
Be able to identify technology-based solutions for instructional needs.
Identify strategies to use to collaborate with teachers on designing instructional experiences.
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I have the data—Now what?
I have the data—Now what?
Step 1: Use the data to identify the learning deficit.
Step 2: Investigate previous instruction to determine learning needs.
Step 3: Plan new learning experiences and instruction.
Step 1: Use the data to identify the learning deficit.
Step 2: Investigate previous instruction to determine learning needs.
Step 3: Plan new learning experiences and instruction.
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Step 1:Identify the Learning Deficit
Step 1:Identify the Learning Deficit According to the data, what do
students need to know, understand, and be able to do?
Identify corresponding SOLs and unpack the standard(s).
Determine which piece(s) of the standard to focus on to resolve the learning deficit.
According to the data, what do students need to know, understand, and be able to do?
Identify corresponding SOLs and unpack the standard(s).
Determine which piece(s) of the standard to focus on to resolve the learning deficit.
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Learning Deficit ExampleLearning Deficit Example
According to the data, sixth-grade science students at your school are not performing well on questions related to how the atmosphere changes with altitude.
According to the data, sixth-grade science students at your school are not performing well on questions related to how the atmosphere changes with altitude.
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Unpacking the StandardUnpacking the Standard
Grade 6 Science- SOL 6.6c
The student will investigate and understand the properties of air and the structures and dynamics of the Earth’s atmosphere. Key concepts include:
C- how the atmosphere changes with altitude.
Stated or implied ideasin nouns & adjectives:• Structure and dynamics of
Earth’s atmosphere• Changes with altitude
Stated or implied real-world performance in theverbs:• Investigate • Understand
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You Unpack the StandardsYou Unpack the StandardsMath 2.5Count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10, using mental mathematics, paper and pencil, hundred chart, calculators, and/or concrete objects, as appropriate.WHII.1The student will improve skills in historical research and geographical analysis by (a) identifying, analyzing, and interpreting primary and secondary sources to makegeneralizations about events and life in world history since 1500 A.D.
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Step 2: Investigate Previous Instruction Step 2: Investigate
Previous Instruction
Gather teaching materials used for instruction. What activities took place in the classroom
related to this objective? Ask for teacher feedback about why he/she feels
students may not have mastered the objective. Assist teacher in identifying gaps in instruction.
Gather teaching materials used for instruction. What activities took place in the classroom
related to this objective? Ask for teacher feedback about why he/she feels
students may not have mastered the objective. Assist teacher in identifying gaps in instruction.
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Grade 6 Science- SOL 6.6c
The student will investigate and understand the properties of air and the structures and dynamics of the Earth’s atmosphere. Key concepts include:
C- how the atmosphere changes with altitude.
Stated or implied ideasin nouns & adjectives:• Structure and dynamics of
Earth’s atmosphere• Changes with altitude
Stated or implied real-world performance in theverbs:• Investigate • Understand
According to the objective, students need to investigate and understand how the atmospheric changes with altitude.
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I taught it, but they didn’t get it!
I taught it, but they didn’t get it!
• Type participants’ scenarios here
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Step 3: Plan New Learning Experiences and Instruction
Step 3: Plan New Learning Experiences and Instruction What exactly do my students need to
know about this topic? How can I teach it in a way that will
address the students’ learning needs? What are some resources I can use? What are some strategies I can use with
the teacher(s) to help them plan new learning experiences?
What exactly do my students need to know about this topic?
How can I teach it in a way that will address the students’ learning needs?
What are some resources I can use? What are some strategies I can use with
the teacher(s) to help them plan new learning experiences?
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A Real-World ExampleA Real-World Example
Using Study Groups and Technology Integration to Address Specific Student Learning Needs
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What to do?What to do?
The ITRT’s role:
Identifying technology-based solutions Find out what others are doing Determine what exists Research solutions in journals, trade
magazines, and Web sites Attend conferences
The ITRT’s role:
Identifying technology-based solutions Find out what others are doing Determine what exists Research solutions in journals, trade
magazines, and Web sites Attend conferences
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Determine What ExistsDetermine What Exists
Observe classrooms Conduct surveys Make someone responsible for
the inventory Attend school/district
professional development Talk to your teachers
Observe classrooms Conduct surveys Make someone responsible for
the inventory Attend school/district
professional development Talk to your teachers
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Research SolutionsResearch Solutions
Who is reporting the information? How does this match my need? How is this school like mine? What data support the findings? What training was necessary? What kind of infrastructure and
support are necessary?
Who is reporting the information? How does this match my need? How is this school like mine? What data support the findings? What training was necessary? What kind of infrastructure and
support are necessary?
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Attend ConferencesAttend Conferences
Bring a team Be strategic Confer and review Debrief and share with colleagues Follow-up and evaluate with your
staff
Bring a team Be strategic Confer and review Debrief and share with colleagues Follow-up and evaluate with your
staff
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A Real-World ExampleA Real-World Example
Using Study Groups and Technology Integration to Address Specific Student
Learning Needs
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How can technology be used to build engaging lessons?
How can technology be used to build engaging lessons?
Project-based/student-centered learning Collaboration Communication Programs and online resources Creativity Tool for differentiation
Project-based/student-centered learning Collaboration Communication Programs and online resources Creativity Tool for differentiation
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How Can Technology Help in Planning Assessments?
How Can Technology Help in Planning Assessments?
Online quizzes and tests Differentiation Portfolios Rubrics
How will these assessments be converted to data to answer
questions about student learning?
Online quizzes and tests Differentiation Portfolios Rubrics
How will these assessments be converted to data to answer
questions about student learning?
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Give It a TryGive It a Try
What exactly do my students need to know about this topic?
How can I teach it in a way that will address the students’ learning needs?
How will I identify resources I can use? What are some strategies I can use
with the teacher(s) to help them plan new learning experiences?
What exactly do my students need to know about this topic?
How can I teach it in a way that will address the students’ learning needs?
How will I identify resources I can use? What are some strategies I can use
with the teacher(s) to help them plan new learning experiences?
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DOE Web SiteDOE Web Site
Looking at the Essential Understandings provided by DOE
may help you with this process.
http://www.pen.k12.va.us/VDOE/Instruction/sol.html#general
Looking at the Essential Understandings provided by DOE
may help you with this process.
http://www.pen.k12.va.us/VDOE/Instruction/sol.html#general
