Session 8

Using Student Achievement Data to Support Instructional Decision Making

  • Recommendation 1: Make data part of an ongoing cycle of instructional improvement.

Handout 8.1: Identifying Gaps to Improve Instruction

Handout 8.2: Profiles of Struggling Readers

Handout 8.3: What Every Teacher Should Know About Dyslexia

 

Materials

 

Define Session Goals

  1. Review Recommendation 1 in the Using Student Achievement Data practice guide.
  2. Identify classroom practices that are practical applications of the recommendations.
  3. Choose one practice to focus on implementing in your classroom.

 

Learn About the Recommendation and How-to Steps

Let’s look at the list of recommendations in the practice guide on page 9. You’ll see that the recommendations are listed and there is a checklist for carrying out the recommendation under each one. These could be considered the “how-to” steps in this practice guide. You will see that some of the steps should be conducted at the district level, some are applicable to the school level, and others can be applied at the classroom level. We will focus on Recommendation 1 which is making data part of an ongoing cycle of instruction improvement.

Turn to page 10 of the practice guide and notice Figure 1 that depicts the improvement cycle. You see that data is meant to drive instruction and the cycle of data collection and use is ongoing. Also, be reminded that even though the evidence level is low for this recommendation, the panel thought it was important enough to include. More studies may need to be conducted regarding the use of data to improve instruction.

The first step in implementing this recommendation is actually collecting data. Multiple data points should drive instructional decision making. Talk at your tables about the student data that you have available to you at the beginning of the school year. Discuss the following:

  • What data is provided to you regarding students at the beginning of the year?
  • What data do you collect to supplement that data?

Now read pages 14-15 on interpreting data and developing hypotheses about how to improve student learning. Pay particular attention to the box on page 15 which addresses forming testable hypotheses. At your tables discuss the following questions:

  • Why is it important to triangulate data?
  • Why is it important that teachers have the opportunity to interpret data collaboratively?
  • What makes a hypothesis based on the data testable?

Finally, read pages 15-16 on modifying instruction to test your hypothesis and increase student learning. Talk about the following at your tables:

  • Which of the changes mentioned on page 15 have you implemented in your classroom in response to data?
  • What did that look like?
  • How did you determine success?

 

Collaborate

At your tables read through Handout 8.1: Identifying Students’ Skill Gaps to Target Specific Weaknesses. Pay particular attention to the profiles on pages 2-3. When you are finished, review Handout 8.2: Profiles of Three Struggling Readers. Complete the Activity 8.1: Reflection on Profiles of Three Struggling Readers as a table group.

 

Reflect and Next Steps

Reflection. (Place three pieces of chart paper around the room. Label one “Millie,” a second one “Curtis,” and the final piece “Bella.”) After you’ve completed the reflection sheet write two ideas on each chart of instructional activities that would be appropriate for Millie, Curtis, and Bella.

Next Steps. Consider the data you have for the students in your classroom and the profiles delineated in Handout 8.1: Identifying Students’ Skill Gaps to Target Specific Weaknesses. Group your students by their profile. Develop and implement one activity designed to meet the instructional needs of the students in each profile. Complete Activity 8.2: Reflection on Implementing Instruction for Struggling Readers.

Keep in mind that you will develop and deliver a series of lessons as a culminating project at the end of this course. Consider including what we have discussed today in your lessons. Your instruction will demonstrate the knowledge and skills gained from our PLC sessions.

*Optional materials may be used to deepen the knowledge of the participants. Articles may be read, discussed, and strategies described within them practiced in the classroom.