datadriven

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Social studies

TEKS Tool: Data Driven Decision-Making

Overview and Rationale

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MiddleMiddleSchool.School.

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Purpose of the Data Driven Decision-Making TEKS Tool Making Data Driven Decisions Relating TEKS and TAAS Designing and Aligning Learning and Assessments Reflection and Application



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It is recommended that one hour be given to each TEKS Tool.

However, there is more material in each TEKS Tool than one hour’s

attention will address.

Therefore, as we proceed through each TEKS Tool, we will spend

time on features that fall within the one-hour range, but please

notice that there are more activities for those campuses that would

benefit from a deeper study of the material.



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To provide direction for designing curriculum, instruction, and assessment that will lead to student success based on decisions made from appropriate data.



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Examine pages 1-6 from the fictitious Lone Star Middle School.

At your table, complete this sentence: Data is … Definition: Any evidence that informs

school personnel about the state of the campus or district in areas such as student performance, school climate, or community involvement.

Making Data-Driven Decisions


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To formulate a goal based on data, answer the following questions: Who? What? When? To what extent?



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Ninety percent of all students and student groups in Lone

Star Middle School will pass the reading portion of the

Texas Assessment of Academic Skills (TAAS) in 2000-

2001.

What is the basis for this goal? (See TAAS Summary

Report on page 13 of the Lone Star Middle School data.)



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Ninety percent of parent/guardian responses on the

1999-2000 climate survey will be favorable toward Lone

Star Middle School.

What is the basis for this goal? (See page 3 of the Lone

Star Middle School documents.)

Why have a non-academic goal?



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The Relationship Between and Among Grade 8 Social Studies TAAS, U.S. The Relationship Between and Among Grade 8 Social Studies TAAS, U.S. History End-of Course Exam, and TAAS II ObjectivesHistory End-of Course Exam, and TAAS II Objectives

Common to All Objectives

• Historical issues and events• Geographic influences on historical issues and events

• Economic and social influences on historical issues and events

• Political influences on historical issues and events

• Critical Thinking

Grade 8 TAASObjectives

U.S. History End-of-Course

Objectives

TAAS IIObjectives

Citizenship

HistoricalConcepts

Interpret Social

Studies Data

Domestic and Foreign Affairs

Problem-solving and Decision-making

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What do you think about this statement? “If you are teaching the TEKS, you are

teaching for TAAS.” An analysis of released Grade 8 Social

Studies tests affirms that there is definitely a close relationship.

Relating TEKS and TAAS


TEKS and TAAS go hand-in-hand.

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To demonstrate how to make learner- centered instructional decisions based on data that address: High cognitive thinking Assessing student progress Alignment of learning objectives to

TEKS/TAAS

Designing and Aligning Learning and Assessment


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Cheryl Downing and Kelley Taylor teach Grade 8 Social Studies at Lone Star Middle School.



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Examine Cheryl and Kelley’s PDAS Self-Report. (See Cheryl’s and Kelley’s Documents.)

What impressions do you have about the teaching performances of Cheryl and Kelley based on their self-reports?



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Examine Cheryl’s and Kelley’s lesson plans.

What observations and inferences do you make about their teaching performances based on their plans?



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What does an examination of the use of instructional strategies by Cheryl and Kelley reveal about their teaching performances?

Why are the social studies skills important in using instructional strategies?



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What does an examination of Cheryl’s and Kelley’s assessments reveal about their teaching performances?

How closely does each teacher pay attention to TEKS and TAAS? (See grade books)

How closely do the assessments align with the instruction? (See lesson plans and sample homework.)



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What does putting all of the data from Cheryl’s and Kelley’s documents reveal about their teaching performances?

How does an analysis of these teachers’ performance relate to student performance?

What are your thoughts about collecting data and using it to make decisions?



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StudentSuccess

Data Driven Decisio

nsTEKS Based Curriculum

TAAS Objectives Across the

Grades

Effective Learning Designs

Well-aligned

Assessments

Appropriate Strategies

Appropriate Staff

Development

Evaluation of

Programs

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Collaboration

Real World

Experience

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datadriven

Education