How Can Teachers Use Data Effectively to Make Instructional Changes?
Alicia Pérez-Katz
The Cahn Fellows Program
My Individual Challenge
 Develop systems in the school to support teachers in effectively looking at,
disseminating and using data to support struggling students and align teachers in a
common purpose/curriculum.
o This will enable teachers to articulate standards for the high school and
analyze trends and patterns, while also beginning to set individual learning
goals.
o Additionally, there will be more cohesion across grades, in terms of
spiraling skills and expectations, and in the long-term, across departments
as well.
 Ultimately, my long-term goal for the school is for there to be school-wide systems
that support the teaching and development of students in writing, through teachers
becoming reflective practitioners
The long-term goals are:
o Teachers will use data to make instructional programs.
o Students will have action plans that teachers will refer to when making instructional
decisions.
o The school community will be aware of the needs of each student.
o There will be alignment of skills across grades and departments.
Short-term goals for this year were:
o All at-risk students will have been tested in the extended day program.
Teachers will have analyzed data and created an action plan for the
extended day program.
o Departments will have created a rubric/assessment for interim assessments and
will give their first assessment by February. Teachers will analyze the data in
department teams twice in the school year.
o In June, departments will look at all data gathered and come to conclusions,
planning for structural changes for the following school year.
o A datafolio will be assembled and kept in a central location for staff to utilize.
o Advisors will meet with each student quarterly and keep running records of
student progress and goals.
Process
o Create a system of data analysis to more thoughtfully craft the interventions
and structures in the school rather than depending on mostly anecdotal forms
of data on student progress.
o Gain teacher ownership of the project by having teachers develop their own
interim assessments as a team, and then analyze and track the data that would
come from it.
o Teachers used their weekly department meeting time to develop the
assessment, by beginning with an inventory (Murnane, City, Boudett, ed: Data
Wise A Step-by-Step Guide to Using Assessment Results to Improve Teaching
and Learning) of what data they used already and looking at State
Standards, and other professional resources.
o Provide teachers models of best practices found in Millennium High School’s
“Do Your Own Assessments”
o I shared articles throughout the year during whole staff professional
development sessions around ongoing assessment, formative assessment and
data analysis
o Hired a data specialist (secured through additional funding provided by the
new reallocation of funds through the Department of Education) to analyze the
scores that teachers collected and create graphs, allowing teachers to see
patterns, outliers and the like.
o All staff development was dedicated to this initiative, providing teachers time
to execute.
o Team leaders were assigned for all departments and met with me regularly to
receive updates on team progress
o Throughout the year, teachers had opportunities to share their progress with
each other.
 I also implemented an external assessment measure called Scantron in the
extended day program, as a way to provide teachers with data they
could use to monitor student progress in the after school programs and
refine their instruction. However, an obstacle I faced was that it was too
much too soon. Because teachers were already spending a lot of time on
the internal assessments they were creating, they did not feel ownership or
buy-in over the Scantron assessments, nor did they understand what the test
measured and they needed more professional development support to
utilize this program efficiently. Therefore, after reflection, I did not
continue with the Scantron, but rather, shifted the focus back to the
departments work.
Lessons Learned
o Departments were able to work cooperatively toward a goal when given a
focus and a common project.
o It was critical to establish buy-in so that teachers took ownership over the
project and were eager to look at patterns in data.
Outcomes
o English and Math departments are able to develop and assess students and
look at data patterns, while other departments are able to create a set of
assessment standards and begin using them informally in their classrooms.
o The English department created a rubric around measuring student writing and
understanding of tasks.
o The math department united around teaching problem solving skills across
grades and gave teachers a benchmark to measure student progress and how
to adapt their instruction to meet student needs.
o The hope is that next year, all departments will be able to analyze trends in
student performance data and in five years, we will be able to develop
school-wide standards and assessments, rather than just by department.
o I also hope that now that teachers had a year to develop and analyze trends,
they will be able to do so without the charts, but rather will notice trends in
student performance through their own analysis.
Leadership Reflection
o It is critical to develop leadership within the school
o The principal cannot hold the vision alone, or it will not truly become part of
the school culture.
o By developing a team of teacher leaders, and giving other teachers voice in
this project, there was more universal buy-in and teachers felt that they could
then take on this challenge themselves as well.
o By tying my challenge to concerns staff had voiced from years prior, staff was
more likely to buy-in and try this challenge along with me.
o In order for this challenge project to work, I had to identify for myself what the
non-negotiables were and the priorities, and communicate that to staff
o I had to meet with resistant teachers throughout the year and try to get them to
buy-in
o I found that by being more clear in my goals, teachers were more responsive,
as there was one focus, rather than many, or an unknown focus.
Appendices:
 A: English Rubric that was created for the Interim assessment.
 B: Letter to parents re. English assessment
 C: Letter to parents re. Math assessment
 D: Science skill break-down (created this year in department meetings)
 E: Data analysis of English assessment, broken down by subgroups.
[
Appendix B
April 10, 2008
Dear 10th grade parent,
On February 11th, the English Department administered an interim assessment to the
entire 10th grade. The purpose of this assessment was to estimate your child’s strengths
and challenges in writing analytical essays. Furthermore, this data helps us to develop
individualized learning goals for your child.
We will be giving these assessments periodically throughout the year, approximately one
per year, to reassess your child’s needs. The assessment consists of six components:
1. Comprehension of Task: Students’ writing demonstrates a clear understanding
of the assignment. The task is achieved through effective use of literary devices
and rhetorical structures.
2. Development of Written Ideas: Students have a clear, focused topic using
relevant and accurate supporting details; students present a thorough analysis with
accurate and insightful references.
3. Organization: Students’ writing has a clear introduction, body and conclusion
using thoughtful transitions.
4. Language Use: Students use a formal tone along with original and expressive
language that furthers their writing purpose.
5. Sentence Fluency: Sentences are structured in a way that contributes to purpose
and demonstrates sophistication.
6. Conventions: Students utilize correct grammar and mechanics; their use of
conventions enhances their ideas and style.
We would like you to be aware of your child’s strengths and challenges. As part of this
letter you are receiving your child’s score on this first interim assessment as well as a
breakdown of their skills. We encourage you to support your son/daughter as s/he works
towards certain goals in reading and writing. Each time we administer this assessment,
you will receive a breakdown of his/her results. You will be able to see your child’s
progress over time as a result. If you have any questions or concerns, please do not
hesitate to contact your child’s English teacher.
The next interim assessment is scheduled for Tuesday, April 30th.
Sincerely,
The English Department
Diana Di Rico, Josie Burgos, Carolyn Castagna, Scot Nourok, Rita Ross and Leah
Witman
Appendix B.1
Component
Comprehension of Task
Development of Written Ideas
Organization
Language Use (Voice and Word Choice)
Sentence Fluency
Conventions (Grammar, Usage and Spelling)
Score (out of 5)
Appendix C
Dear 10th Grade Parent,
February 2008
On January 22 the mathematics department gave your child an interim assessment. The
purpose of this assessment was to determine your child’s strengths and weaknesses and to
develop learning objectives for your child. We will be giving these assessments
periodically throughout the year, approximately one per quarter, to reassess your child’s
goals. The assessment consisted of five components.
1) Multiple Choice Questions: In this section we asked students to answer
fifteen Regents
multiple choice questions and to explain their answers. If they
guessed, they must identify where they had difficulty with the problem (ex. vocabulary,
language, creation of equations,
etc.).
2) Methods of Representation: We asked students to solve a problem and
represent the solution using several different methods. In this case it was a systems of
equations problem
in which students solved graphically, algebraically, and used
tables.
3) Problem Solving: Students completed two problems that tested your child’s
problem
solving skills and their knowledge of problem solving strategies.
4) Questioning: We tested your child’s ability to ask high level questions based
upon a problem and its solution.
5) Written Component: This component determined how well your child could
describe the mathematics in their everyday lives.
We would like you to be aware of your child’s strengths and weaknesses. As part of this
letter, you are receiving your child’s score on this interim assessment as well as a
breakdown of their skills. We encourage you to use this when working with your child
either directly with their mathematics or to help them formulate their own goals. Each
time we administer this assessment you will receive this breakdown of their score in
addition to their scores on all the interim assessments administrated earlier in the year.
You will be able to see your child’s progress. If you have any questions, please do not
hesitate to call any mathematics teacher at (646) 660-6400. Thank you.
Sincerely,
The Mathematics Department
Angela Esquibel
Pagee Cheung
Ruth Cogan
Mojaven
(9th Grade)
(9th &10th Grades) (10th &11th Grades)
Grade)
This is the score report for _________:
Elisabeth Jaffe
Paul
(11th Grade)
(12th
Appendix C.1
Component
Regent’s Multiple Choice
Methods of Representation
Problem Solving
High Level Questioning
Written Component
Total (This was a scaled score)
Score (1/22/08)
/ 30
/ 35
/ 14
/ 10
/ 10
/ 100
Appendix D
Skill Area 1: Using Models and Graphs
9th Grade
Identify independent and dependent
variables
Label X and Y axes
Give a title to graph
Create appropriate scale
Correctly plot points and connecting
points
Interpret data from graph (e.g., at which
temp is enzyme activity highest)
Identify trends, extrapolate, and predict
(i.e. if the temp stays at 35 what you
would you expect to happen
10th Grade
Creating and Interpreting Graphs
Identify independent and dependent
variables
Label X and Y axes
Give a title to graph
Create appropriate scale
Correctly plot points and connecting
points
Interpret data from graph (e.g., identify
direct and inverse relationships)
Identify trends, extrapolate, and predict
11th Grade
Identify independent and dependent
variables
Label X and Y axes
Give a title to graph
Create appropriate scale
Correctly plot points and connecting
points
Interpret data from graph
Identify trends, extrapolate, and predict
Creating best fit lines and curves
Determining slope of a best fit line or
qualitatively analyzing a curve. (e.g., is it
quadratic? Exponential? Inverse
Proportional? Etc…)
Recognizing what a model represents
Label and describe parts
Describe the function/how it works
Explain phenomena based on a model
Choosing appropriate perspective from
which to draw diagram
Draw or construct physical models to
explain observations
Interpreting Models
Recognizing what a model represents
Explain phenomena based on a model
Recognizing what a model represents
Explain phenomena based on a model
Creating Models
Choosing appropriate perspective from
which to draw diagram
Draw or construct physical models to
explain observations
Choosing appropriate perspective from
which to draw diagram
Draw or construct physical models to
explain observations
Using physical phenomena as models for
Building models to test engineering
related phenomena or general concepts
principles (launcher project)
Using physical phenomena as models for
related phenomena or general concepts
(e.g., ballistics car represents
horizontal/vertical relationship)
Building models of technology (e.g., light
bulb)
Labeling trajectories
Labeling appropriate measurements
Identify relationships within variables
from data tables
Using Data in Calculations
Identify relationships within variables
from data tables
Choosing appropriate equations; using
reference tables
Solving equations for the desired variables
Show mathematical work stating formula
and steps for solution
Estimate answers
Use appropriate equations, units and
significant digits
Working from graph information to create
an equation to express the relationship
Choosing appropriate equations; using
reference tables
Solving equations for the desired variables
Show mathematical work stating formula
and steps for solution
Estimate answers
Use appropriate equations and units
Combining equations to solve problems
and cancel variables (e.g., PEg = KE cancels
mass)
9th Grade
Skill Area 2: Designing Experiments
10th Grade
11th Grade
Formulates a scientific question
Generates falsifiable hypothesis that can
be tested via appropriate scientific
methodology
Identifies controls
Identifies variables
Materials are listed
Plan is numbered step by step
Detailed, clear, specific
Uses diagrams where appropriate
Describes appropriate use of materials
and relevant techniques
Q’s/Hypotheses/Predictions
Formulates a scientific question
Formulates a scientific question
Generates falsifiable hypothesis that can
Generates falsifiable hypothesis that can
be tested via appropriate scientific
be tested via appropriate scientific
methodology
methodology
“If X is true, and a particular test Y is
done, then prediction Z will occur.”
Creating and/or conducting a plan/procedure
Designs controlled experiment
Includes safety procedures
Acquires and builds apparatus
Gathering Data/Evidence
Includes data table/chart where
Includes data table/chart where
appropriate to record observations
appropriate to record observations
and/or measurements:
and/or measurements:
 Heading
 Heading
 quantity measured
 quantity measured
 appropriate units
 appropriate units
 significant digits
Drawing Conclusions
Discusses whether or not data supports or Compares predicted result and actual
refutes hypothesis
result, and evaluates if hypothesis has
been supported or refuted
Discusses possible sources of error and
Evaluates experimental methodology for
how they may have affected results
inherent sources of error
Discusses what changes are necessary if
Analyzes possible effect of error on result
experiment is conducted again
Designs controlled experiment
Procedure is repeatable
Procedure is detailed, clear, specific
Includes diagrams where appropriate
Includes data table/chart where
appropriate to record observations
and/or measurements:
 Heading
 quantity measured
 appropriate units
Discusses whether hypothesis has been
supported, refuted or is unclear using
data from experimental work
Uses mathematical models to find
patterns in data
Discusses possible sources of error and
limitations of methods
Calculates percent error as appropriate
Revises explanation based on results of
test and via public discussion
Peer Review
Provides constructive feedback to peers
on how to improve methodology,
representation of data, and evaluation of
data
Provides constructive feedback to peers
on limitations of experimental work and
write up
Skill Area 3: Literacy
9th Grade
10th Grade
11th Grade
Reading secondary sources for meaning and understanding
Understanding biology and science
Understanding chemistry and science
Understanding physics and science
vocabulary
vocabulary
vocabulary
Dissecting word parts to help uncover
Dissecting word parts to help uncover
Dissecting word parts to help uncover
meaning (roots/suffixes)
meaning (roots/suffixes)
meaning (roots/suffixes)
Using context clues to determine
Using context clues to determine meaning Using context clues to determine
meaning
meaning
Identifying main ideas
Using textbooks to gain information
Using textbooks to gain information
Using headings, key terms, etc. to make
sense of a text
Annotating/taking notes on texts
Using other sources (e.g., internet,
newspaper) to gain information
Determining reliability of sources
Determining reliability of sources
Determining reliability of sources
Connecting text to other ideas/themes
Communicates connections between
discussed in class (extrapolating beyond
current and past aspects of curriculum.
text)
Identifying what they know/understand
Evaluate preconceptions after reading
from text and formulating questions for
texts
what they don’t understand
Understanding directions or problems
Understanding written directions
Transforming word problems into
Transforming word problems into
visualizations
visualizations
Reading primary sources for information and understanding
Identifying important sections of written
experiment (e.g. hypothesis, data, etc.)
Locate data from published sources to
Interpret charts, graphs, and data tables.
support/defend/explain patterns observed
in natural phenomena.
Articulate and revise scientific understandings in writing
Articulate scientific concepts using
Develop a written report that accurately
Write scientific explanations for natural
appropriate tone/vocabulary
describes phenomena using qualitative
phenomena or to argue a viewpoint
and quantitative data
based on scientific evidence.
Labeling drawings and other work
Refine ideas through peer feedback of
Refine ideas through peer feedback of
Refine ideas through peer feedback of
written reports
written reports
written reports
Write incisively and precisely
Write incisively and precisely
Use equations and words together
Use equations and words together
effectively
effectively
Cite sources
Appendix A
English/ Writing Arts Interim Assessment
Name: ________________________________________________________ Section: _________ Date:
5
Development of
Written Ideas
 Clear, focused topic
 Relevant and
accurate supporting
details are used
 Thorough analysis
using accurate and
insightful references
3
 Broad topic
 Support is
generalized or limited
 Analysis is
satisfactory
 Depth is lacking at
points
1
 Unclear topic
 Lacking or irrelevant
support
 Inaccurate evidence
 Writing shows little or
no evidence of
analysis
Organization
Language Use
(Voice & Word Choice)
Formal tone furthers
purpose
Writing is original and
expressive
Language is natural,
effective and appropriate
Word choice contributes
to purpose and style
Sentence Fluency
Conventions
Comprehension of Task
 Sentence structure
contributes to
purpose
 Sophisticated
sentence structure
used
 Natural flow and
rhythm to sentences
 Grammar and usage
are correct and
contribute to clarity
 Use of conventions
enhances ideas and
style
 Writing demonstrates clear
understanding of the task
and/or text
 Task is achieved
 Essay revolves around task
 Uses literary devices and
rhetorical structures
effectively
 Sentences are
constructed correctly
 Some sentences flow
 Grammar and usage
mistakes do not
impede meaning
 Writing shows some
control
 Writing demonstrates some
understanding of task
 Task is adequately
completed
 Uses literary devices and
rhetorical structures with
some success
 Tone does not match
 Sentences are
 Grammar and usage
purpose
choppy, incomplete
mistakes distract the
or unnatural
reader
 Writer’s voice is not
apparent
 Run-ons and
 Grammar and usage
fragments abound
mistakes hinder
 Language is vague or
meaning
redundant
 Improper word
choice/usage makes
writing difficult to
understand
Assignment: ____________________________________________________
 Writing does not
demonstrate an
understanding of task
 Task is not met
 Literary devices and
rhetorical structures are not
used or are misused
 Clear introduction, body
and satisfying
conclusion
 Thoughtful transitions
show how ideas
connect
 Order of writing
enhances main idea

 Recognizable
beginning, middle and
end
 Transitions often work
well; sometimes
connections between
ideas are fuzzy
 Writing is logically
ordered
 No apparent structure
 Lack of transitions
 Order of ideas is
illogical
 Tone is appropriate for
purpose
 Voice is not fully
developed
 Words adequately
support meaning
 Language is general but
functional


