'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
Powerful Tool for Authentic Change: Data!
Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
It’s Easy To Create a Data Driven Classroom! Overview: v 1. Decide what data would provide the most value throughout the year for maximum student achievement. v 2. Choose the type of assessment(s) you will need to best progress monitor student achievement. v 3. Select a format to store & maintain your data to track student achievement. v 4. Create a baseline using a pre-­‐assessment for each student prior to instruction. v 5. Set a timeframe to periodically gather and record students’ growth. v 6. Implement a systematic method for sharing individual data with students. v 7. Determine how you will analyze and use results from assessments to determine next steps of your instruction (differentiated). v 8. Implement differentiated instruction based on your analysis of student needs. v 9. Re-­‐evaluate on a predetermined but continuous cycle to provide students with current and differentiated instruction based on specific, data driven needs. Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
Let’s Take A Closer Look!
Is This For Me? Yes! A well-­‐organized data driven classroom is a different way of thinking. A different way of thinking that shifts our focus. This shift of focus in no longer on delivering instruction, administering a test, and finally, assigning a grade. Rather it becomes determining student needs, delivering instruction, monitoring progress, and assessing. First, in my experience, there are many things a data driven classroom is and is not. It is not more work; it is different work. It is not a more complex system; it is a streamlined system. It is not a spreadsheet of never ending plots, numbers and standard deviations; but it can be a file folder with simple but meaning graphical displays that tell a story of a student. It is not data oriented; it is goal oriented. It is not fancy; it is actually quite practical. Inch by inch, it will bring students closer to their learning targets, whatever those learning targets may be and more importantly, no matter how far some students may seem from finding success, students who take ownership of their own progress suddenly become accountable. How Do I Get Started? When I first thought about this type of approach with my students, honestly, I wasn’t so sure how I felt. It seemed so contrary to everything I had ever learned about teaching! So I was cautiously hesitant, but hopeful! I had more questions than solutions and no clarity on where or how to begin. But I did have a desire to deliver the best for my students – all of them. And since all the research I had read indicated that [not dissimilar to the business world], data was a force to be reckoned with. So, I began like any other skeptic, slowly, dipping just one toe in the water – so I could get out in a hurry when I needed too! That was 5 years ago, and though a gradual but steady increase, one could say that now I am in “all the way”! Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
The Powerhouse Questions! If you can answer the two “powerhouse” questions you are well on your way and more than half way there! Really! So here goes: *What will I measure? *How will I measure it? When you can definitively and specifically answer these two questions, the remaining details seem to fall into place. In the absence of clear and complete answers, everything that follows will feel like a struggle and you’ll want to yank your toe out of the tub as soon as you possibly can! After you have answered these questions, you are truly on your way to a successful, data driven classroom. Determining what your students’ most need and how you can best meet these needs is the complete essence of a data driven classroom! Nothing more. While you can make this as complex or as simple as you like, I chose clear and simple. Very simple in fact. My first attempt at using data to drive my instruction was at best -­‐ hit and miss. More miss. As a second grade teacher, I noticed that my students had a profound weakness in with reading and spelling basic sight words. So that was my first and only learning target that year. While that doesn’t sound like a watershed learning target, I can tell you that simply experiencing the mere process of allowing the data to drive my instruction was the real value! My students had shown more growth that year with this target than any year before. That got my attention! So the following year, I kept that learning target and but added math targets. And of course, it has only grown from there! It is a cycle of continuous improvement. There is no “correct” place to begin. Begin anywhere. There is no perfect time to begin – now is as good a time as any! This basic data you collect will drive your instruction. You’ll discover a deeper, more meaningful and intimate connection to your students’ learning. Since student learning connects to tomorrow’s lessons, you can easily see the unmistakable yet powerful connection between good, simple data and your next instructional plan! Now that you have decided on your most important learning target(s) and you’ve determined how will measure growth, all you need is a simple and effective student friendly system to track progress. Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
Data can be recorded on simple cards that are accessible to the students. Data can be long range or short range. Based on this quarterly assessment, I differentiate learning centers so that students are placed in the skill group the data reveals as a weakness. Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
Data Folder -­‐ Second Grade / A Snapshot at a Glance Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us 'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
Inside student managed data folder: Developed and Written By Connie L. Puleo, NBCT US Copyright # TXu-­‐241-­‐302 Puleocl@RSS.k12.nc.us