beyond re-grouping and re-teaching: using data to dramatically improve instruction

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Beyond Re-grouping and Re-teaching: Using Data to Dramatically Improve Instruction

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Data

List the data sources available to you in your classrooms and/or buildings.Circle the data sources you use to inform your teaching and/or leadership.Write examples of how teaching changes based on these data sourcesShare out

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Overview

Examine how the increase of data in education is impacting schools

Clarify why data is naturally leading to regrouping and reteaching

Explore how we can better leverage student data to improve instruction and impact student learning

Identify concrete next steps

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Data-driven reform

2010 US Department of Education Study

Examine how the increase of data in education is impacting schools

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We are collecting a lot of data

Instructional/curriculum management system

Data Warehouse

Assessment system

Student information system

64%

77%

79%

>99%

Source: USDOE

US Districts with Electronic Student Data Systems by Type

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What can that data tell us?

Type of Query% of Districts with

This System Capability

Individual student history over time 83%

Drill-down capability 76%

Individual student assessment performance over time 72%

Student performance linked to specific teachers 67%

Student performance linked to specific instructional programs 42%

Student performance linked to teacher information or characteristics 38%

Source: USDOE

Most data provides historical information, little is connected to instruction.

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What is the result of all that data?

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2008200210220230240250260270280290300

National Scores in Reading

Ave

rage

Sca

le S

core

(out

of a

pos

sibl

e 50

0)

Year Source: NAEP

No Child Left Behind

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Explanations

Data-driven reform might be a flop

Insufficient time has passed to witness the impact

There are flaws in the implementation of data systems and reform

Why are we not seeing results from data-driven reform?

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Question

Why does the data we generate lead to minimal improvement?

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State Data

Result: Re-Teaching– Spend more time

teaching standards that last year’s students failed to understand

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State DataTest in the spring,

receive data in the fall

Good:Identify general areas of needed improvement

Bad:-Received after the students have left our classrooms-Will past data apply to new students?

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Result: Regrouping and reteaching

– Regrouping students according to their performance on standards

– Reteaching the standards on which students performed poorly

Interim & Formative Data

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Interim & Formative DataTest several times a year, receive feedback

immediately or within 2-3 weeks

Good:-Data more timely and pertinent to specific groups of students

Bad:-Intense focus on counting and trends— while the numbers provide some information, they do not explicitly provide insight into student thinking-Often cannot break down data by sub-standards

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Feedback and change

Teachers receive feedback from standardized assessments

Feedback leads to reteaching and

regrouping by design

Reteaching and regrouping are not

dramatically impacting student

learning

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Reteaching and Regrouping

Why aren’t they “game changers”?Teachers often work in isolation, making it tough to learn new strategies that may improve reteaching or regrouping

Reteaching often involves teaching something the same way we taught it the first time

Regrouping students does not directly address the specific reasons why students do not understand a skill or content area

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The goal: Better student outcomes

We are giving teachers the same flawed feedback and expecting different results

Enabling better teaching

“Insanity: doing the same thing over and over again and expecting different results.”

– Albert Einstein

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Question

What is the greatest data need among districts?

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Greatest data needs

Collaborating and sharing ideas with colleagues regarding data inquiry and analysis issues

Adapting instructional activities to meet students' individual needs

Examining student data to identify which practices work best for which students

0% 20% 40% 60% 80% 100%

Source: USDOE, “Use of Educational Data at the Local Level”, 2010

84%

84%

80%

Answer: “The greatest perceived area of need… is how to connect student data to instructional practice.” – US DOE 2010

Ranked #1, #2 and #4 on list of data needs for districts nationwide.

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Question

How can we better connect data to improving instruction?

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Instructional Core

A Guiding Belief:– Effective reforms focus on that which is in our

control: instruction– The most effective reforms intervene at the level of

the instructional core

TEACHER STUDENT

CONTENT

Richard Elmore, HGSE

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From Data to Improving Instruction

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Standardized Test Data

Teaching Practice

Data

Student Work Data

Roosevelt Middle School

Home of the Rockets

What do you see?

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Writing Reading Math0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

4% 3% 7%4% 7%

10%

39% 33%

38%

47%49%

40%

6% 8% 5%

Roosevelt 8th GradeProficiency by Subject

AdvancedProficientBasicBelow BasicFar Below Basic


Home of the Rockets

What do you see?

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Number Sense

Statistics and Probability

Measurement and Geometry

Algebra and Functions

Mathematical Reasoning

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4%

7%

7%

10%

4%

8%

8%

10%

16%

9%

40%

41%

40%

44%

41%

43%

41%

39%

28%

41%

5%

3%

4%

2%

5%

Math Proficiency by Standard - 8th Grade

Far Below BasicBelow BasicBasicProficientAdvanced

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QuestionsWhat other questions do the state data data raise?What other data would you like to see?Are you ready to improve instruction?

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Let’s examine typical interim data…


Home of the Rockets

What do you see?

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Students solve simple linear equations and inequalities over the rational numbers

Students interpret and evaluate expressions involving integer powers and simple roots

Students graph and interpret linear and nonlinear functions

Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs

9%

7%

11%

13%

16%

14%

16%

18%

42%

37%

44%

52%

31%

39%

27%

15%

2%

3%

2%

2%

8th Grade Proficiency"Algebra and Functions" Sub-

StandardsFar Be-low Basic

Below Basic

Basic

Pro-fi-cientAd-vanced

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Now What?

What recommendations would you make to improve proficiency based on the data you have examined?

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From data to improving instruction

Started with one source of state data

Identified math as a possible problem area

Looked deeper and found Algebra and Functions is an area of difficulty

Found that students were least proficient in “expressing quantitative relationships using algebraic terminology”


Teaching Practice

Data

Student Work Data

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Looking at Student Work

Let’s examine student thinking

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Home of the Rockets


Solve this problem (2 minutes)

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Home of the Rockets


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What does each student understand and not understand?

How does this student work examination help us understand student thinking?

Pair (3 minutes) Share out (3

minutes)

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Next StepsWhat recommendations would you make to improve proficiency based on the data you have examined?

Are the suggestions different now that we have examined a second layer of data?

What other questions would we want to answer before committing to a specific change or reform?

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Are we there yet?


Teaching Practice

Data

Student Work Data

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Home of the Rockets

Observing Practice

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In their observations, teachers observed that while teachers frequently used variables in their instruction, most often they were used to represent a fixed amount. For example:

Solve for x. 3x=15 Chantel bought three songs (s) on iTunes. Using the

formula below, determine how much she spent. (0.99)(s)=Total spent

They determined students had little exposure to variables that clearly could represent a variety of values.

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From data to improving instruction


Teaching Practice

Data

Student Work Data

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What was necessary?What did we need for this level of understanding to occur?– A broader definition of data (student work, observation

of practice)• Revisit the list you created at the beginning of the session—Is

there anything you would now add?

– Relevant data (timely, predictable)– Best leverage resources

• Knowledge/expertise• Time

– To examine data (student work, observe teachers)– To collaborate with colleagues

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Why does this matter?Using data for accountability is not going awayPopular U.S. reform efforts miss the target– Merit pay– One-to-one computing– Extended learning time– Charter schools

Reforms that are most impactful focus on the core

TEACHER STUDENT

CONTENT

Richard Elmore, HGSE

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Now what?

Reflect: – What does this mean for the way you use data

within your school?– What can you do to collect and collaboratively

analyze more classroom relevant data in your schools?

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Session Survey

You are currently attending session 1102. Please visit www.ascd.org/evaluations to provide

feedback on this session.Thank you!

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http://www.ascd.org/evaluations

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Thank you!

Trent Kaufman, [email protected]

(801) 456-6767

beyond re-grouping and re-teaching: using data to dramatically improve instruction

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