framework for data-driven learning.pdf

7/28/2019 Framework for Data-driven Learning.pdf

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Framework for Data-Driven LearningPadmaja Surendranath, Melissa Savage

KIPP Academy Lynn, Massachusetts

Page 1 of 4

Introduction

When I listened to our 5th Grade Science teacher Ms.Savage describe how she was using data in her

classroom - with her students and their parentsthe term Data Driven LEARNING popped in my head.If the term data-driven instruction focuses on the use of data to improve instruction, data-driven

learning, in contrast, focuses on the use of data to aid student learning.

This article outlines the details of data-driven learning carried out in one of our middle school

classrooms. The successful outcome of this practice demonstrated over a period of two years is distilled

in the form of a framework that could be employed by classrooms everywhere. Additionally, templates

for teachers use are also provided to aid in the implementation.

Background

It was during the school year 2011-12 that Ms.Savage began to focus on using data systematically tobetter support her in-coming 5th graders. One of the big goals for her classroom and for her students is

that her students will create an attitude of relentlessly pursuing a goal or solution.

At the start of the school year 2012-13, KIPP Academy Lynn expanded the use of Scantrons Global

Scholar product beyond automatic scoring and included the use of its reporting features. This allowed

Ms.Savage to expand upon her efforts and make the use of data an integral part of her students

learning.

Data-driven Learning: What Does It Take?

According to Ms.Savage data-driven learning begins with the teachers mindset. First, a teacher needs

to believe that using data in his/her classroom together with students will lead to higher achievement in

the classroom. Once this most fundamental criteria is met then having students own their learning,

creating a safe classroom where student test scores are discussed in a transparent and constructive

manner and finally, getting parents to partner in this effort form the remaining criteria.

Student Ownership of Learning

Ms. Savage uses the achievement of the following as evidence that her students own their learning

students will use I can statements rather than I cant statements when talking about

challenging tasks,

students will track their own growth in class from unit to unit on a personal tracker,

students will reflect on their progress on a unit basis in the school year on their progress ofreaching their goal of passing the class,

students will be able to identify their own academic and personal goals and explain how they

can and might look different from others peers.


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Page 2 of 4

Classroom Culture Based on Growth Mindset

When students started summer school, she set about establishing a classroom culture on the use ofdata. This included creating a data board, planning lessons around growth vs. fixed mindset, and

discussing strategies with students on what possible action steps they might take if their scores were

low and ensuring that the process of using test scores was transparent to all students.

Parent Partnership

After school started, she administered diagnostic test so as to group her students by ability levels. She

then kept the parents in the loop by sending them letters communicating details about standards, their

childs scores in diagnostic test and other tests during the year along with follow up conversations on

areas that the child needed help.

Data-driven Learning: Did It Work?

This systematic approach demonstrated in no unclear terms that her students achieved consistent

growth throughout the school year. Below are the grade level results from Interims tests administered

during 2012-13 School Year in Qtr1 (Oct12), Qtr2 (Dec12) and Qtr3 (Feb13) compared against the

Diagnostic test given at the start of the year (Sep12) to an in-coming 5th Grade class of approximately

110 students.

Fig 1: Grade Level TestResults - Diagnostic vs Interim1

Fig 2: Grade Level Test Results - Diagnostic vs Interim2

Fig 3: Grade Level Test Results - Diagnostic vs Interim3


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Page 3 of 4

Framework for Data-driven Learning

Based on Ms.Savages experience we identified a possible framework that could be used by otherclassroom teachers to implement Data-driven Learning in their classrooms. This framework rests on the

following three pillars:

1 Data culture in classroom

2 Student Ownership

3 Parent Engagement

The table below describes the characteristics of these pillars and how they are implemented in the

classroom.

Pillar Characteristics How does it look in the classroom?

Data Culture

in classroom

Use of data is

public

Data board in a prominent location in the classroom (see

Appendix 1)

all students who scored 80% on unit assessments

Graphs of class averages from unit and interim assessments

are public

Students growth rate from interim to interim is posted no

matter if they made growth or went down

Demonstrate

Growth Mindset

Focus on

improvement butnot poor

performance

Learning is a

process; scores

help us

understand how

to improve

First two weeks of summer school , there are many lessons

centered around having a growth vs. fixed mindset. This sets

the framework for the rest of the year.

In class whether it is on a day to day basis, a unit test, or

interim test time is used to celebrate success and reflect on

failure.

Failure is looked as an opportunity to learn from mistakes,

and not something that is bad. Reflection involves, What

went wrong ? What can we do differently to master the

standard/and or mistake?What actions steps can be taken?

Data analysis is

transparent and

collaborative

Students analyzewhy they failed

and identify what

support they need

to succeed

An entire class period is dedicated to discuss and analyze

both unit and interim test results

Students track the standards they have mastered and ones

they have not on their standards tracker Students make corrections to all wrong answers and re-write

Open Responses which have a score less than 4 (see

Appendix 2)

Student

Ownership

Own their learning

Track their

performance in

At the start of the year student gets a standards tracker

spreadsheet to track every standard they will learn for the

year. (see Appendix 3)


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Page 4 of 4

various tests on

the standards

they are expected

to master duringthe course of the

entire school

year

After a test, student receives a report showing item-level

scores and standards level aggregate. They know how to read

the report: where to look for Open Response scores, and

where to look for standards scores, etc. (see Appendix 4)

For each standard the student masters the corresponding

standard on the tracker is colored green. Students will have

additional chances to work on standards that they have not

mastered yet. (see Appendix 5)

Students track standards mastery for diagnostic tests, unit

tests, interims and end of year and reflect on progress made

after each unit assessment. (see Appendix 6)

In addition they also keep track of Mad Scientist a weekly

assessment for definitions and science vocabulary.

ParentEngagement

Track childsprogress

Periodic

communication

with clear details

about student

learning and

specific ways for

parent support

At the start of the year, a letter is sent to parents explainingthe standards to be mastered for the year. The letter is

framed with a growth mindset so parents understand that

learning is a process and with help their child can fare better.

(see Appendix 7)

After the diagnostic test another letter sent along with

student results with details on the areas for growth.

This process is repeated for Interims and reinforced during

report card conferences .

Ms.Savage has generously provided various templates that teachers can freely utilize to implement

data-driven learning in their classrooms.

Conclusion

While data-driven instruction is a term that is widely used in education circles, data-driven learning does

not get as much coverage. This article served to shine a light on data-driven learning as practiced in

KIPP Academy Lynn. Data-driven learning involves encouraging students to take ownership of their

learning, setting up a safe and transparent environment in the classroom to discuss test score data in a

non-judgmental fashion and finally, engaging parents as an important partner in the learning process.


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APPENDIX 1


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APPENDIX 2


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Name:___________________ February 5, 2013KIPP/2020/_______________ Science/ Test Analysis

Dear Parent and/or Guardians,

You child currently took their 18 week interim that covered all material that we havelearned up to this point in 5th grade Science. The total score is the percent your childreceived on the exam. The performance band is the current level that your student is at.Our goal is for every child to be either proficientor advanced by the end of the year. Atthis point we are over half way in the year. If your child is currently at the warning orneeds improvement category please encourage your child to study their notes, flashcards, and come in for extra help. Please look over your childs current score and level inScience and sign on the following line saying that you have seen his or her score. Feelfree to call me with any questions or concerns. Below is a space if you have any writtencomments, concerns, or questions as well. Thank you again for your continued support.

Parent Signature: ____________________________________________Parent Comments/Questions/Concerns:________________________________________________________________________________________________________________________Part 2: Test Corrections

# Why is the answer you choose wrong? Explain the actual (correct) answer.

3 Example:

I choose B, the beach ball is heavy. It is wrongbecause heavy describes mass not texture.

The correct answer is Abecause textureis how an object feels, and a beach ball feelssmooth.

I chose ___________,It is wrong because

___________________________________________________________________________________________________

The correct answer is_________________because

__________________________________________________________________________________________

I chose ___________,It is wrong because___________________________________________________________________________________________________

The correct answer is_________________because__________________________________________________________________________________________

I chose ___________,It is wrong because____________________________________________________________________________________________________________________________________

The correct answer is_________________because________________________________________________________________________________________________________________________

I chose ___________,It is wrong because___________________________________________________________________________________________________

The correct answer is_________________because__________________________________________________________________________________________


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I chose ___________,It is wrong because__________________________________________________________________

__________________________________________________________________

The correct answer is_________________because____________________________________________________________

____________________________________________________________

Part 3: Open Response Correction (ONLY DO IF YOU GOT a 0, 1, 2, or 3 ONTHE OPEN RESPONSE). Re-write your open response to be a 4 essay. Use thechecklist to help you write your response.

Elena found a piece of mineral while on a hike. She wants to identify the mineralshe found.

a. Identify two physical properties of minerals.b. Describe how Elena can test the minerals she found for each of the physical

properties that you identified in part (a)

A.___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

B.___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

A:

o UseAWESOME ANSWERSo Name two physical properties of minerals (cleavage, streak, hardness, color, luster)

B:o UseAWESOME ANSWERSo Describe in detail how to test each physical property you stated in part A


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Part 4: Interim ReflectionDirections: Now we will link our work and study habits to our achievement (results).

Checkeach box that is true for you.

I study my flashcards every night. I do my homework every night to the best of my ability.

I read direction carefully for all assignments. I stayed focused the entire time during the test.

I call for homework help. I did not miss a single Science class this quarter.

I did not let myself become frustrated or nervous duringthe test.

I do GANAS opportunities when available to help myself.

I kept a strong stamina. This means that I worked ashard at the end of the test as I worked during the beginningof the test.

I always ask Mrs. Savage questions when I am confused

I pay attention EVERYDAY in class and ignoredistractions.

Ive worked as hard as I possibly can everyday inScience class this far.

Directions: UseAWESOME ANSWERS to reflect on your interim results.

1. What is your current performance based off your interim (warning, needsimprovement, proficient, or advanced)?____________________________________________________________________________________________________________________

2. How much have you grown or have gone done from your last interim?____________________________________________________________________________________________________________________

3. What is one thing that you think has contributed to your growth or set back fromyour last interim?____________________________________________________________________________________________________________________

4. What are 2 things you can do both inside and outside of Science class to help grow tothe level you need to be in Science?

.______________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

5. What will you start, stop and continue doing for the rest of quarter 3?I will start I will stop I will continue


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APPENDIX 3


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Name:____________________ ` Date:__________________

Science/ 2020/_____________ Science/ Tracking Data

Progress and Achievement on 5th Grade Science StandardsStandard Diagnostic

Assessment

Unit

Assessments

End of Year

Assessment

1.1 Rocks and their properties

1.2 Identify the physical properties of minerals

1.3 Identify the 3 categories of rocks

1.4 Explain how soil is formed

1.5 Recognize the properties of soil

1.6 Explain how air temperature, moisture and precipitation make up the weather of a

location

1.7 Explain the difference between types of precipitation

1.8 Describe how jet streams and water currents influence weather

1.9 Differentiate between weather and climate

1.10 Describe the water cycle

1.11 Give examples of how water has an effect on climate

1.12 Give examples of slow and fast processes that change the earths surface

1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons

1.14 Recognize the earth revolves around the sun and rotates on its axis

1.15 Describe changes in the moon over a month

2.1 Classify plants and animals according to their physical characteristics

2.2 Identify the structure and function of plant parts

2.3 Recognize plants and animals go through predictable life cycles

2.4 Describe the major life stages of a frog and butterfly

2.5 Differentiate between inherited and environmentally effects characteristics of plants

and animals

2.6 Give examples of how inherited changes have caused some plants to move or migrate

2.7 Give examples of how changes in the environment have caused some plants and animals

to die or move locations

Green=Passed the Standard

Red= Didnt pass the Standard


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2.8 Describe how organisms meet some of their needs by using seasonal behaviors

2.9 Recognize plant behaviors such as plants grow towards light and their roots grow

downward because of gravity

2.10 Give examples of how organisms can cause change in their environment

2.11 Describe how energy can be transferred within a food chain from producers, to

consumers to decomposers

3.1 Differentiate between properties of objects and properties of materials

3.2 Compare and contrast soil, liquids and gases based off the basic properties

3.3 Describe how water can be changed from one state to another

3.4 Identify the basic forms of energy

3.5 Give examples of how energy can be transferred from one form to another

3.6 Recognize that electricity in circuits requires a complete loop

3.7 Identify and classify objects and materials that conduct and are insulators of electricity

3.8 Explain how electromagnets can be made

3.9 Recognize that magnets have poles that repel and attract each other

3.10 Identify and classify objects and materials that a magnet will attract and not attract

3.11 Recognize that sound is produced by vibrating objects

3.12 Recognize light travels in a straight line until it strikes another object

4.1.1 Identify materials used to accomplish a design task based on a property

4.1.2 Identify and explain the appropriate materials and tools to construct a given prototype

safely

4.1.3 Identify and explain the difference between simple and complex machines

4.2.1 Identify a problem that reflects the need for shelter, storage, or convenience

4.2.2 Describe different ways in which a problem can be represented

4.2.3 Identify relevant design features for building a prototype

4.2.4 Compare natural and mechanical systems

Total Score: Total Score:

Open

Construct:

Open

Construct:

Performance

Band:

Performance

Band:


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APPENDIX 4


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APPENDIX 5


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Name:_________________ January 5, 2013KIPP/2020/_____________ Science/ Assessments

Interim 3 Tracking

Standard Score% Pass the Standard (80% or higher)?

1.6 Explain how air temperature, moisture and precipitation make up the weather of a locationYes or No

1.7 Explain the difference between types of precipitationYes or No

1.8 Describe how jet streams and water currents influence weatherYes or No

1.9 Differentiate between weather and climateYes or No

1.10 Describe the water cycle Yes or No

1.11 Give examples of how water has an effect on climate Yes or No

3.1 Differentiate between properties of objects and properties of materialsYes or No

3.2 Compare and contrast soil, liquids and gases based off the basic properties Yes or No

3.3 Describe how water can be changed from one state to another Yes or No

1.1 Rocks and their properties Yes or No

1.2 Identify the physical properties of minerals Yes or No

1.3 Identify the 3 categories of rocks Yes or No

1.12 Give examples of slow and fast processes that change the earths surface Yes or No

Total Score on Interim

#2

Performance Band #2 Total Score on Interim

#3

Performance Band #3 Growth from Interim

Interim 3


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1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons Yes or No

1.14 Recognize the earth revolves around the sun and rotates on its axis Yes or No

1.15 Describe changes in the moon over a month Yes or No

Open Response Score # Right % Mastery

0 1 2 3 4 _________ / 4 0 25 50 75 100


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APPENDIX 6


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Name:___________________ September 28, 2012

KIPP/2020/______________ Science/ SM#9

Dear Parent and/or Guardians,

Your child currently took a diagnostic exam in Science. A diagnostic exam is an examthat is taken before studying a concept to measure what a person knows of that concept.The diagnostic exam that your child took was an exam that covered all the material wewill be covering for the entire year in Science to see where your child is entering 5thgrade Science. Every 6 weeks we will be measuring his or her growth in Science, to seehow much they have learned up to that point. At the end of the year we will take asimilar exam to the diagnostic to see your childs growth from the beginning to the endof the year. Every child is coming into Science at different levels, with different strengthsand weaknesses. Therefore, the most important thing is not the current score, but the

growth your child makes in the school year. Please do not be concerned in your childsscore is low. It is normal for diagnostic exams to have low scores, especially if your childis coming from a school where they did not have Science. Please look over your childscurrent score and level in Science and sign on the following line saying that you haveseen his or her score. Feel free to call me with any questions or concerns. Below is aspace if you have any written comments, concerns, or questions. Thank you again foryour continued support.

Parent Signature: ____________________________________________

Parent Comments/Questions/Concerns:__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________

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