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Data at the Speed of Teaching Dr. Ronald Thomas Center for Leadership in Education at Towson University

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4 What’s Ahead PRESENTATION PART Update on CFIP Ways to think about data Major findings about data from June 2015 Gates study, “Teachers Know Best” VISIONING/SHARING PART How can teachers access “data at the speed of teaching”?

5 Update on Continues to expand across Maryland and in other states Updated on MSDE online course Dissertation documented results in change of culture

Three Kinds of Data MSA PARCC SAT/ACT AP

Big Problems Comes too late for immediate instructional improvement Students no longer in class or school Not granular enough “Instructionally insensitive” Security issues

Medium Data MAP, i-Ready, county benchmarks, common assessments Seminal concepts in an academic area in which all students need to be proficient Best analyzed through collaboration Need common assessment and meeting time Save for the “tough stuff” Requires a protocol

Small Data MICRO DATA “In the moment” -- Hundreds of decisions that teachers make daily based on immediate data (EPR; Active Expressions; lots of hands in air; confused faces) Many ways to collect in engaging ways Are these data always acted upon?

Small Data MINI DATA: WHERE ACTION WILL BE IN THE FUTURE The most important concepts and skills to the outcome of a lesson (needed by all students for success in the next few hours or days)

Mini Data Intentionally gathered At a “hinge point” of a lesson (“I need to know now. Do students know or understand this?”) Do I pivot or keep running head? Have a Plan B (“If students respond this way, I will.... If they respond that way, I will....”)

Hinge Questions Wiliam, Dylan. “Designing Great Hinge Questions.” Educational Leadership (September 2015):

Gates Foundation Report (June 2015) TeachersKnowBest-MakingDataWork.compressed.pdf “Teachers Know Best: Making Data Work for Teachers and Students” Online survey of 4,600 teachers Interviews and observations: 30 educators in tech-forward schools and 54 educators in traditional schools

“Teachers Know Best: Making Data Work for Teachers and Students” Using some form of digital tool to guide instruction: 93% Believe that data help validate where their students are and where they need to go: 78%

“Teachers Know Best: Making Data Work for Teachers and Students” Fully satisfied with the effectiveness of the data or the tools for working with data that they have access to on a regular basis: 33%

“Teachers Know Best: Making Data Work for Teachers and Students” Teachers believe that current digital data tools often are:  Overwhelming: Have large amounts of data from disparate sources (“Can’t separate the signal from the noise”)  Products are incompatible with one another: Require time-consuming manual entry to put data to use  Inconsistent in the level of data provided

“Teachers Know Best: Making Data Work for Teachers and Students”  Too slow to provide information in time to modify instruction

“Teachers Know Best: Making Data Work for Teachers and Students” Teachers say they need tools to in real time: Compare performance to standards Reveal student progress, not static snapshots of performance Portray students holistically (connect academic, social, behavioral, and emotional concerns, while respecting confidentiality)

“Teachers Know Best: Making Data Work for Teachers and Students” Teachers say they need tools to: Work at the speed of teaching: “Immediate and clear indications of student performance that are fast and flexible enough to fit into the way teachers run their classes can allow teachers to make quick instructional decisions while they’re still effective.” Teachers Know Best, p. 25.

“Teachers Know Best: Making Data Work for Teachers and Students” Teachers say they need tools to work at the speed of teaching. Possible solutions: Provide in-class, real-time analysis that is separate from the more deliberate data analysis teachers do after class. Toggle quickly between class-wide and student-level data Alert teachers, parents, and students if standards are not met – by specific skill set, by student, by class

This is mini data! Intentionally gathered At a “hinge point” of a lesson (“I need to know now. Do students know or understand this?”) Do I pivot or keep running head? Have a Plan B (“If students respond this way, I will.... If they respond that way, I will....”)

Data at the Speed of Teaching Teachers say they need tools to work at the speed of teaching. Possible solutions: LSI Connect Student Tracker NWEA Skills Navigator

Data at the Speed of Teaching Teachers say they need tools to work at the speed of teaching. Possible solutions: Hatch Early Learning Technology What is your school/district using?

Data at the Speed of Teaching Teachers say they need tools to work at the speed of teaching. Analyze some of the possible solutions: LSI Connect Student Tracker NWEA Skills Navigator Hatch Early Learning System Others? What are their strengths? What are their drawbacks?

“ Data at the Speed of Teaching” Here are some links to products that may provide “data at the speed of teaching.” LSI Tracker: The new LSI Tracker is a mobile-enabled application that empowers K–12 teachers to quickly track student performance during a lesson. Its unique features allow educators to see what is (or isn’t) working in their teaching so they can make real time instructional decisions that ensure that all students are meeting their learning targets each day.

“Data at the Speed of Teaching” Skills Navigator: Discover classroom assessment that makes a real difference for students and teachers with Skills Navigator®. Northwest Evaluation Association™ (NWEA™) worked closely with educators to design this engaging tool that helps teachers close achievement gaps, use data to guide instruction, and support kids with diverse needs. Designed for grades K – 8, Skills Navigator helps you easily accomplish four key tasks: identify the skills students are ready to learn, check evidence of skill mastery, monitor student progress toward mastery, and provide instructional resources to meet students’ specific needs—on, above, or below grade level. - See more at:

“Data at the Speed of Teaching” Hatch Early Learning Technology The Web-based Hatch Report Management System (RMS) allows teachers and administrators access to progress reports from any Internet-connected device. Teachers login to monitor individual student progress across 18 core skills. This real-time progress data allows teachers to tailor small group and individual instruction throughout the year to improve student outcomes. Hatch RMS also provides administrators with overview reports across all the classrooms in their organization. monitoring/

Data at the Speed of Teaching

For further information and professional coaching on data analysis, contact: Dr. Ron Thomas CFIP © Dr. Mike Hickey and Dr. Ron Thomas