So, now with the data at our finger tips, what’s next? How can we have the conversations using the data that will address student learning and get past the fear and resistance that will be encountered? Creating Conditions for Professional Learning, Leadership in Building a Culture of Quality Data, Beyond Achievement Data, and the Data Conferencing modules
are resources teachers and administrators can use to begin these conversations. The protocols, video vignettes and activities incorporated within these modules are foundational to building the trust, relational and transactional, needed for staff to have honest discussions. The barriers to data use can be confronted and eliminated so a school can shift its focus to both adult and student learning. (figure 3)
However, using state-level data is STILL not enough. The state level data provides the summative data at a building or grade level. The heart of data-driven instruction rests within the classroom. The modules, Using Classroom Data to Monitor Student Progress, Examining Student Work I
the opportunities to continue learning and not be left behind.
and Examining Student Work II, and Assessment, provide instructional staff with skills needed to assess, monitor and confirm student learning. The data needed to impact instruction is formative. Examining Student Work I and II offer protocols and video vignettes to support school teams in wrestling with the concept of proficiency and what is meant by proficient work. The Assessment module supports using a balanced assessment system within the classroom. The option of simply giving an assignment or test and moving on is no longer viable. The statement, “I taught it and they didn’t get it.” cannot be the rationale for students’ failure to thrive. These modules are critical to ensure all students are given
figure 3
Wrestling with these questions will become the norm for the instructional staff. What do my students know? What are my students able to do? What do they need to know next? How will I know if they have learned? What evidence will I collect to show the learning? Who has learned? Who hasn’t learned? What instruction will those that have learned need? What instruction will those that did not learn need? How will I meet the needs of all the learners? These questions are a bit overwhelming, but necessary as our school culture shifts to one of accountability. These questions will need to be answered, if not on a daily basis, then weekly. The Data 4SS Dynamic Inquiries and free Professional Development Resources, combined with your local data warehouses, provide an avenue for beginning to proactively use data to support data-driven instruction.
Maureen Slamer is the Director of Professional Development for Data for Student Success. She can be reached via email at: slamerm@
calhounisd.org.
MACULJOURNAL
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Spring/Summer 2011
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13
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