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Using Data to Improve Instruction:Building on Models that Work

St. Louis, MO

Professional Development Model Using the Surveys of Enacted

Curriculum

Gary Money and Maren HarrisLearning Point Associates

September 13, 2007

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SEC Collaborative

• ODE www.ode.state.oh.us/Accountability/sec/

• Council of Chief State School Officers www.SECsurvey.org

• Wisconsin Center for Education Research www.SEConline.org

• Learning Point Associates/NCREL www.SECsupport.org

• TERC Regional Alliance DEC Project www.ra.terc.edu/DEC

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Purpose:

What data might we use to inform

decisions that would addressing student learning issues?

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Traditional Model

Identify “Best Practices” for Achievement

Problems

Identify Shortcoming

s in Student

Performance

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PHASE 1Predict

PHASE 3Infer/Question

PHASE 2Observe

GoVisual

Data-Driven Dialogue

• With what assumptions are we entering?

• What are some predictions we are making?

• What are some questions we are asking?

• What are some possibilities for learning that this experience presents us with?

Surfacing experiences, possibilities, expectations

• What important points seem to “pop out”?

• What are some patterns or trends that are emerging?

• What seems to be surprising or unexpected?

• What are some things we have not explored?

Analyzing the data

• What inferences and explanations can we draw?

• What questions are we asking?

• What additional data might we explore to verify our explanations?

• What tentative conclusions might we draw?

Generating possible explanations

copyright TERC 2006, adapted from Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry by Bruce Wellman and Laura Lipton, MiraVia, LLC, 2004.

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Context:

Fifth grade math teachers meet to reviewing state level student

assessment data

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Context:Predict:

Strengths and Weaknesses of Student AssessmentGeometry (GE)

Data Analysis and Probability (DA)

Number Sense and Operations (N&O)

Measurement (M)

Algebraic Concepts (AL)

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Question:

What other data sets might inform us about student weaknesses we observe?

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Three Lenses:

• Curriculum

• Instruction

• Assessment

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Data Sets:

• District Math Curriculum• State Standards Fifth Grade Math

(Fifth Grade Indicators) • SEC Teacher (Enacted) Math Content

Course Grain Map All Fine grain maps Selected Instructional Practices

• SEC Fifth Grade Math State Standards

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• What are your recommendations to address the area of weakness?

• What research can be used to justify suggested changes in instruction?

• How would we measure progress?

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Categories of instructional strategies

that effect student achievement• Identifying similarities and differences• Summarizing and note taking• Reinforcing effort and providing recognition• Home work and practice• Nonlinguistic representations• Cooperative learning• Setting objectives and providing feedback• Generating and testing hypothesis• Questions cues, and advance organizers

Marzano

What Works in Schools

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Maren HarrisP: 312-288-7606 > F: 312-288-7601E-Mail: maren.harris@learningpt.org

Gary MoneyP: 231-668-1853> F: 630-649-6700E-Mail: gary.money@learningpt.org