Instructional Technology Resource Teachers: Using Data for Instructional Decision Making

1. Instructional Technology Resource Teachers: Using Data for Instructional Decision Making

2. About 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

3. The 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

4. Part One It’s all about the data

5. Objectives 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.

6. Data Survey Activity:Getting Acquainted What are some ways that you use data to inform instruction?

7. Case Study: Introduction

8. 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.

9. 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)

10. Steps in the Process Evaluate your current situation. What do you want to know? Use your data to answer the questions.

11. 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

12. What do you want to know? …use your data to answer the questions….

13. It all comes back to data… 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…

14. 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.

15. 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?

16. Demographic Data: What is it? Data on who the students are Data on life experiences they bring Data on support networks outside the school These data should be used to design the program based on student need.

17. Demographic Data: Examples Brainstorm some examples of Student Demographic variables.

18. 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

19. Program 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.

20. Program Data What aspects of the instructional program should be considered to ensure the needs of the students are met?

21. Program Data: Examples Brainstorm some examples of program data.

22. Program Data: Examples • 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

23. Case Study, continued Demographic Data Activity

24. Student 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.

25. Student 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).

26. Let’s put all the data elements together…

27. Data Collection Points Outcome Data Direct Measures of Student Learning Standardized Tests, State Assessments, School Tests, Performance Tasks Associated Student Indicators Attendance, Discipline, Graduation, Promotion Retention, Enrollment in Advanced Courses Program Data Instructional Grouping, Faculty Expertise, Time on Task, Curriculum and Instructional Resources Available, Instructional Strategies, Support Services Available, Core Reading Program, Technology Integration Demographic Data Ethnicity, Gender, SES, LEP, SPED, Mobility, Community Support

28. Part Two The data and your teachers

29. Reflection and Summary of Part One

30. Objectives for Part 2 Analyze data for a particular subject area and grade level Create a data presentation utilizing effective presentation strategies

31. 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.

32. Case Study, continued Analyzing Outcome Data Activity

33. Effective Ways to Display Datafor Group Analysis

34. Tips for Good Presentations

35. Dazzle 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.

36. Basic 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.

37. 10-20-30 rule Use no more than 10 slides. Your presentation should last no longer than 20 minutes. Font size should be no smaller than 30.

38. Circle Graphs

39. Bar Graphs

40. Line Graphs

41. Tables

42. Activity Create a data presentation.

43. Part Three Giving your teachers a voice

44. Objectives 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.

45. Case Study, continued The Study Group Process

46. The Study Group Process

47. What is a study group?

48. Study Groups VersusProfessional Learning Communities

49. What makes an effective study group? Regular meetings Leader or facilitator Clear agendas Clear outcomes Administrative communication

50. Getting Started Why What Who When Where