edwards using data to drive instruction

How to Use Data to Drive Instruction

Jay Edwards

Garden City High School

Garden City, KS2 Sept. 2011

What is the purpose of data?

It is often organized for analysis and used to make decisions.

Where can I get the data?

Schools are full of data! Maybe more data than you need!

The problem is that it is stored in different places and sometimes by different people

What kind of data do we have?

State Assessment scores in reading, math, etc.

KELPA scores SRI scores Grade history Attendance records Discipline records

Where can I get the data?

Teacher-made quizzes Teacher-made tests Student

surveys/feedback ACT/SAT tests

Problem?If you organize your data,

then it will be easier to understand.

AND it will be easier to use.

Questions to ask yourself before you make any decisions

What does the information reveal?

Is it reliable? How many different

forms of data did I collect?

Have I recorded my results?

What is the purpose of having & using student data/information?

The ultimate reason to have and use this info. is to get the student to achieve, grow.

What We Want

Thick, data notebooks stocked with stale data

Organized notebooks or files with active/fresh data-sets

NO!YES

!

What We Want

Rigid, fixed lesson plans designed with imaginary students in mind

Lesson plans designed to meet the needs of YOUR students

NO!YES

!

What We Want

Data-rich, information -poor classrooms whereby data is collected but never used

Data-rich, information-rich classrooms whereby data informs instruction

NO! YES!

Example Ms. Laliker gives the class

a Venn Diagram to complete over the similarities and differences between plant cells and human cells. She expects each student to come up with two differences and at least two similarities.

VaculesLysomes

Cell membranes

Nucleus

Mitochondria

Golgi Apparatus

Did You Know? Humans have 46 chromosomes. A goldfish has 96 chromosomes and an ophioflossom fern has 1200. Wow!!

Students complete the Venn Diagram, turn it in, and Ms. Lalicker enters the grades

Abigail Apple 95

Benjamin Beans 90

Cathy Carrot 100

Dean Drumstick 95

Estrella Eggplant 95

Frank Furter 50

Giselle Guacamole 90

0

20

40

60

80

100

Venn Diagram Grade

Class Avg

Frank

What does this chart reveal?

Abigail Apple 95

Benjamin Beans 90

Cathy Carrot 100

Dean Drumstick 95

Estrella Eggplant 95

Frank Furter 50

Giselle Guacamole 90

Ms. Lalicker decides that Frank could show that he knows the similarities and differences in a different way. What adjustments can the teacher make to insure that not just Frank, but all students, learn?

What’s Next?• Maybe use a different chart or write it in a list or

paragraph.

• Perhaps the textbook used in class is written at a 1100 SRI Lexile and Frank comprehends at a 650 lexile.

• Look at Frank’s previous history with science and other classes.

• Check Frank’s attendance.

• Give some students enrichment activities while working with Frank and others who have not mastered the Venn Diagram

• Look at the other members in Frank’s small group. Consider changes in the group to foster teamwork & collaboration.

• Meet with experienced teachers, literacy coaches, etc. for more ideas/help.