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
