DATA INSTRUCTIONAL COACHING Cheryl Lambert West Carroll Special School District QUOTE FROM LYNN FIELDING ANNUAL GROWTH – CATCH-UP GROWTH “There is no point in testing if you don’t look at the data, don’t understand it, and don’t change.” DATA COACHING an approach to using data to inform decisions in an educational environment. ACTIVE VS PASSIVE Roller Coaster Analogy IMPACT ON TEACHING Determine student skill levels Identify areas of concern Create action course to address instructional needs Monitor progress for specific goals Increase student achievement SUPPORT RESOURCES Assessment: review text for test items, format tests to meet CCSS, use CRA math and writing as benchmarks, practice PARCC, coordinate read behind for CRA, use of CBA (Curriculum Based Assessment - measurement materials are aligned with the school’s curriculum); measurement occurs frequently; and assessment information is used to formulate instructional decisions. Data Management: monitor data notebooks for benchmarks, interventions, provide forms and documents for notebook, disaggregate data to support instruction RTI: monitor data for referrals; progress monitoring Consulting: Support Team Meetings, SPED teachers for referrals, School Psychologist DATA NOTEBOOK Up-to-date one week prior to each Support Team Meeting (using Data Notebook Rubric). Includes: initial screening data (TCAP/EOC data and computer-based screening data), benchmark assessments (every 9 weeks), progress monitoring (every week for specific students identified in Tier 2 and 3), and descriptive interventions being implemented with these students. RUBRIC FOR ASSESSING DATA NOTEBOOKS Assessments Interventions TCAP/EOC Whole group Include assessment analysis form Initial Screening Results Whole group Specific Identification of Students Progress Monitoring Every week Specific Areas of Need Specific Identification of Students Benchmarks End 9-weeks/Semester CRA math and writing Whole group TNCORE Password: firsttothetop% COMMON CORE Talking to students about CC www.corestandards.org Aligning current curriculum to CCSS Creating test items aligned with CCSS Representing data based on CCSS QUOTE FROM LYNN FIELDING ANNUAL GROWTH – CATCH-UP GROWTH “There is no point in testing if you don’t look at the data, don’t understand it, and don’t change.” FAQ Why are we using data notebooks? How will we conduct the initial data screening? What academic areas do we focus on? (humorous youtube video – ‘broken escalator’) problem solving skills are important Where do we look for instructional resources to use for interventions? Math Video What procedures are in place to accommodate students who are nonresponsive to interventions? What kind of benchmark assessments are valid and reliable? Where can we find tools for progress monitoring? easyCBM ONLINE RESOURCES http://www.ncpublicschools.org http://www.map.mathshell.org.uk/materials/ index.php http://insidemathematics.org/ http://ccsstoolbox.agilemind.com