Data-Driven Decision Making

:
Data Analysis in the Common
Core Classroom
October 10, 2013

Jayme Tighe, Sr. Manager of School Improvement
Jessica Cubellis, Manager of School Improvement

OBJECTIVES

Participants will:
• Increase their effectiveness in
learning to interpret and apply
student data to the classroom and
lab instruction
• Receive strategies for incorporating
data into the classroom

RESEARCH
Studies indicate that effective use of
data to make decisions enhances the
ability of schools to become learning
organizations by directing continuous
improvement efforts.

RESEARCH
• First and foremost, data inform
instructional strategies. They help
teachers decide how to pace their
instruction, align their lessons to
standards, identify lessons for
re-teaching, guide their flexible
grouping of students, and target
students for intervention.

RESEARCH
• Data driven practices can foster a
culture of inquiry and work to
reinforce school priorities by providing
supplemental information that aids
communication amongst teachers,
students, parents, and the rest of the
school community.

RESEARCH
• Educators know that the effective use
of data can measure student
progress, evaluate program and
instructional effectiveness, guide
curriculum development and resource
allocation, promote accountability
and, most importantly, ensure that
every child learns.
Cromey, 2000; Datnow, Park, & Wohlstetter, 2007; Johnson, 2000; Lafee, 2002; Petrides & Nodine, 2005.

USING DATA AS A TEACHER
• Continually monitor student
performance and student data
oStandardized test scores
oCognitive Tutor data
oFormative and summative assessments

• Set goals and adjust instruction
• Discuss data with students

MONITOR STUDENT PERFORMANCE

• During classroom and computer lab
time
o Off-task behavior
o Errors in work
o Content areas in need of review

MONITOR STUDENT PERFORMANCE

CLASS DATA
Teacher
Class

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13

1234
4321
5678
8765
9876
6789
1122
9988
7654
5432
4455
0954
7234

s1
s2
s3
s4
s5
s6
s7
s8
s9
s10
s11
s12
s13

STUDENT DATA
Student

Teacher
Class

STUDENT DATA
Student

Teacher
Class

Student skills alert

ADJUST INSTRUCTION

ASSESSMENT DATA
Teacher
Class

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10

1234
4321
5678
8765
9876
6789
1122
9988
7654
5432

s1
s2
s3
s4
s5
s6
s7
s8
s9
s10

ASSESSMENT DATA
Student

Teacher
Class

ADMINISTRATIVE REPORTS TO MONITOR PROGRESS

DATA TEAMS

DATA TEAMS

DATA TEAM AGENDA TEMPLATE…

DATA TEAM AGENDA TEMPLATE…

DATA TEAM AGENDA TEMPLATE…

SET GOALS WITH STUDENTS
• Facilitate students’ self-monitoring
oData Notebooks
oLearning Logs

• Guide student goal setting and selfreflection
• Provide remediation and extensions
as needed

½ SHEET GRADING RUBRIC

STUDENT SELF MONITORING

STUDENT SELF MONITORING

STUDENT SELF MONITORING

STUDENT CONFERENCES
• Discuss Lab Learning Logs and Goals
• Review time on problems, problems
solved, etc.
• Share weekly or bi-weekly reports
students
• Create Data Notebooks

CLASS GOALS AND INCENTIVES
• Maintain class Bulletin Boards and
Posters to:
oProgress monitor
oMotivate and encourage students
oFacilitate student self-monitoring
oGuide small group remediation

CLASS GOALS

CLASS GOALS

INCENTIVES

INCENTIVES

INCENTIVES

TAKE AWAYS…

DATA USE IN YOUR SCHOOL
• Form a Collaborative, Data Team
o Lead Teachers
o Department Chairs
o Technology Director
o Key Individuals

FILL IN THE GAPS
• Identify existing routines and
strategies
o Continued Professional Development
o Goal Setting
oSchool-wide
oClass
oTeacher
oStudent

KEEPING DATA ALIVE
• Ongoing Collaboration
o Data Meeting
o Student Conferences
o Curriculum Planning and Review

QUESTIONS?

THANK YOU!

jtighe@carnegielearning.com
jcubellis@carnegielearning.com