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Anna Underhill
Department of Education, Grand Canyon University
EAD-523: Developing Professional Capacity
Dr. Jacquita Vickers
May 18, 2022

State and District

Academic Standards
Professional
Development
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TAKE THIS PRE SURVEY

Use this link

to take a pre survey!
Using Data to Differentiate
Instruction
Learning Objectives:
■ Teachers will be able to group students based
off data.
■ Teachers will be able to provide
differentiated instruction to students based
off data points.

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Agenda/Activites
 PRE SURVEY(5 MIN)
 HOW TO READ DATA POINTS (15 MIN)
 BREAKOUT (15 MIN)
 GROUPING STUDENTS (15 MIN)
 BREAKOUT (15 MIN)
 SHARE OUT (5 MIN)
 WRAP UP (5 MIN)
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Gauge your prior knowledge and experience on
using data in the classroom
Look through an example and break down
testing scores
Opportunity to take a look at your own
classroom data.
Modeling of how to group students based off
data points.
Organize your classroom data and begin
putting students in groups
How will you begin utilizing this information in
your classroom?
Review guide, provide feedback, review future
goals
How do you use data to drive
instruction in your classroom?

TURN & SHARE

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 Mission:
 Encourage Excellence Every Day with Compassion, Commitment,
and Community
OUR MISSION &
Vision:
 We believe that the attraction, motivation, and retention of
quality staff at all levels fosters a positive culture.
 We believe that a diverse and well-balanced curriculum gives
students the opportunity to reach their greatest potential through
active and engaging experiences.
 We believe that a healthy, safe, fun, and accessible environment
(physically, emotionally, socially) is essential to learning.
 We believe education is a partnership among the community,
VISION

parents, students and school personnel through collaboration and

communication.
 We believe that extracurricular opportunities develop the whole
child.
 We believe in the value of a “Students First” philosophy that
instills a passion for learning.

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 Allows teacher to adjust

HOW DOES instruction based off student
needs
DATA  Provides validation to lessons
taught based off data
IMPROVE  Determines whether
CLASSROOM interventions need to take
place
INSTRUCTION?  Shows each individual
student’s needs
 The list is endless!
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WHAT KINDS
OF DATA CAN
BE UTILIZED IN
THE
CLASSROOM?
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HOW CAN BENCHMARK TESTS

BE UTILIZED IN THE
CLASSROOM?

?
 Overview of entire
class and how
many students
fall under
specific
percentile ranks.
LET’S START WITH DISTRICT TEST
SCORES 10
 Go to State
Standards
Mastery –
Class
Report

HOW CAN I SEE INDIVUAL DATA TO INFORM MY

INSTRUCTION? 11
 OKAY, I NOW KNOW HOW TO
FIND THE DATA. NOW I’D LIKE
TO SEE MY OWN CLASS!
Take this time to look through your individual classes
and their data. Begin thinking about what standards
may need a little more attention in your classroom
based off the results.

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SO WHAT’S THE BEST

WAY TO APPLY THIS TO
MY CLASSROOM?
In the face of these challenges, educators
committed to public education must find ways of
providing excellence and challenge to all
students, while integrating most students
whenever appropriate (2005).
-Paul S. George
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NOW THAT WE
IDENTIFIED THERE’S
MULTIPLE LEVELS
OF LEARNING IN THE
CLASSROOM, LET’S
DIFFERENTIATE!
GROUP STUDENTS BASED OFF MASTERY OF
STANDARD TO DETERMINE WHERE TO
DIFFERENTIATE

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WHAT QUESTIONS DO YOU

HAVE?

?
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YOUR TURN!
Take this time to begin dissecting your classroom
data to determine ability groups. If you have time,
begin looking for a lesson to provide differentiation
on based off your classroom data.
QUESTIONS?

SHARE HOW YOU PLAN TO

IMPLEMENT THIS IN YOUR
CLASSROOM

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 ACCOUNTABILITY PLAN
Take some time within the next three weeks to implement a lesson in your
classroom utilizing this information you learned today.

Email me to let me know what date(s) you’ll be implementing. I’d love to

see it in action!

After giving it a try, fill out this form to provide information on what you
need moving forward and to reflect. Be prepared to discuss your
experience as we will continue to share this at our next meeting in FLA.

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FILL OUT
YOUR
FEEDBAC
K
FORM.
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REFERENCES
George, P. S. (2005). A Rationale for Differentiating Instruction in the Regular Classroom. Theory Into
Practice, 44(3), 185–193. http://www.jstor.org/stable/3496997

Florence City Schools. (2017). YouTube. Retrieved May 25, 2022, from https://youtu.be/mCLuH4a201g.

Flynn, J. L. (1992). Cooperative Learning and Gagné’s Events of Instruction: A Syncretic View.
Educational Technology, 32(10), 53–60. http://www.jstor.org/stable/44427642

Teachings in Education. (2017). YouTube. Retrieved May 25, 2022, from https://youtu.be/8BVvImZcnkw.

Watts-Taffe, S., Laster, B. P. (Barbara), Broach, L., Marinak, B., Connor, C. M., & Walker-Dalhouse, D.
(2012). DIFFERENTIATED INSTRUCTION: Making Informed Teacher Decisions. The Reading
Teacher, 66(4), 303–314. http://www.jstor.org/stable/23321311