1. Using Data to Drive Instruction
Reach Associates
Using Data to Drive Instruction
Notes about this session:
This session is intended to help RAs become better acquainted with student learning data, and how to use it to improve instruction and student outcomes.
Advance preparation for this session:
Please print out or make electronically available enough copies for each attendee:
Handout—KWL Chart (place 1 copy per table at beginning of session)
Handout—Cycle of Continuous Improvement Organizer
Handout—Interpret Data Activity
Materials needed:
Chart paper
Markers
Sticky notes
Facilitator says (throughout the slides, put this in your own words):
In schools today, teachers and principals collect and use data quite frequently, for many purposes. If data is defined as “facts and statistics collected together for reference or analysis,” what facts and statistics are most important to help students improve their learning? And how can you collect and analyze that data efficiently and effectively? This session will help us identify this. .

2. Do Now
Use the KWL chart on each table to share your knowledge and questions about using data to drive instruction:
Know (K)
Want to Know (W)
Learned (L)
Teachers collect lots of data (exit tickets, weekly quizzes, unit tests, state tests)
What can I do with all the data I collect?
Objective of slide: To jog prior knowledge and formulate questions about the use of student data.
Estimated time: 5 minutes
Materials needed: Handout—KWL Chart
Facilitator says:
To jog our prior knowledge about data and to get us thinking more about how to use data to drive student achievement, please take three minutes to complete the following Know, Want to Know, and Learned Chart (KWL). We only need to focus now on the K and W. We’ll update this at the end of the session to document what we learned and to share any questions we have.
Could a few people share their responses?
[Listen for themes of:
Types of data: Formative assessments vs. summative
Why data is important: Helps teacher know what students are mastering and where re-teaching needs to occur; key to knowing whether students are on track for mastering for year.]
© 2016 Public Impact

3. Objectives Participants will...
Identify the general types of data that can inform instructional improvements
Learn ways RAs can assist their MCL (or DRT) in collecting and reporting out data to drive instruction
Objective of slide: Outline the learning objectives
Estimated time: less than 1 minute
Facilitator says:
Could two people read these?
Remember: All RA roles look different, and all teams of teachers have different strategies when it comes to using data to inform instruction. We want to provide the foundational skills of what may be to come, or help RAs build their skills so that they can take on more in supporting their teams if the occasion arises—but be sure to work closely with your MCL/DRT.
© 2017 Public Impact 3

4. Types of Student Learning Data
What types of student learning data do we collect and use? When?
Type
When
Examples
Diagnostic
At the start of a new learning cycle
Beginning of year or semester test; pre-unit test, self-assessment
Formative
Frequently
From checking for understanding or observing several times a class to daily exit tickets to weekly quizzes or tests; benchmark exams
Summative
At the end of a learning cycle
End-of-semester test, finals, state assessment
Objective of slide: Introduce the general types of student learning data that educators collect and use
Estimated time: 3 minutes
Facilitator says:
Let’s begin by thinking about the different types and uses for data that educators collect. Remember that using student data helps us take the guesswork out of whether our students are learning. Collecting data helps us instead focus on what students are learning, so we can build on that, and where students need more support, so we can refine our approach and provide more resources. Here are three general types of data that you must be familiar with:
Diagnostic—pre-assessment, at the beginning, to provide data about prior knowledge before beginning instruction
Formative—at frequent points throughout learning, to guide in-class decisions to improve instruction, encourage students to self-monitor understanding, and check for understanding that may lead to intervention
Summative—at the end, to measure student competency or mastery, for grades/promotion
[click to animate] In this session, we’re focusing on using formative data to guide instruction.
© 2017 Public Impact

5. Why do formative assessments matter?
Turn and Talk
Why do formative assessments matter?
"The frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."
– Younglove, (In)Formative Assessment: The Key to Accountability, 2011
Objective of slide: RAs reflect on the importance and power of formative assessment, and the consequences of not using formative assessment
Estimated time: 3 minutes
Facilitator says:
This quote defines formative assessments.
Please turn to the person next to you and take two minutes to discuss—why do formative assessments matter?
Could several people share your responses?
[Listen for:
By waiting until the end to test students, we are taking too big of a chance—especially since we know each one learns differently. It’s our responsibility to make sure students are learning (and if they’re not, to make adjustments). Formative assessments give us the information we need to make adjustments.
Giving students frequent feedback through formative assessments helps them stay on track and stay motivated
In the book Inside the Black Box: Raising Standards Through Classroom Assessment, the authors note that more than 200 empirical studies show that teachers can double student learning by using formative assessments to check for understanding and respond
© 2017 Public Impact

6. Check for Understanding
Which of these are formative assessments?
Objective of slide: Quickly check that group can identify a formative assessment
Estimated time: 1 minute
Facilitator says:
An exit ticket—is this a type of formative assessment? [YES]
A classroom Jeopardy game—is this a type of formative assessment? [YES]
The annual State of Texas Assessments of Academic Readiness test—is this a type of formative assessment? [NO]
Is this check for understanding we’re doing a type of formative assessment? [YES]
[If many participants couldn’t accurately identify these types of assessment, go back and distinguish the purpose of formative assessment—”The frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately.”]
Source:
Source:
Source:
BONUS: Is a check for understanding itself a form of formative assessment?
Thumbs up if you agree, Thumbs down if you disagree…
© 2017 Public Impact

7. Using Data to Drive Improvement
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Objective of slide: Orient participants to the Continuous Improvement Cycle Framework
Estimated time: 3 minutes
Materials needed: Handout—Cycle of Continuous Improvement Organizer
Facilitator says:
Please use this graphic organizer to take notes.
This is about making data part of an ongoing culture of instructional improvement.
This cycle of continuous improvement has three phases [read them or ask volunteer to.]
Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009
© 2017 Public Impact

8. Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Objective of slide: Orient participants to Phase 1 of the framework
Estimated time: <1 minute
Facilitator says:
First, let’s focus on the types of formative assessment data that exist, and how and when to collect data so that it’s useful.
Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009
© 2017 Public Impact

9. Collect and prepare a variety of data at key points of a lesson
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Formative Assessment
Example
Individual
Subgroups
Whole Group
Do Now • 
Exit Ticket
Quiz
Poll Everywhere
Fist to Five
Cold Call
Thumbs Up/Down
Observation
Objective of slide: Introduce participants to the types of formative assessment educators commonly use during a lesson, and the reasons for why one might be chosen over another.
Estimated time: 5 minutes
Facilitator says:
Here’s a non-exhaustive list of formative assessment. Are there any you don’t recognize? [Discuss]
You might use any number of these multiple times throughout a lesson. As an RA who works closely with small groups of students, these are tools you will probably be asked to use.
It’s important to know ahead of time which parts of your lesson will require which types of checks for understanding. Many on this list are considered to be “checks for understanding,” which is a type of formative assessment.
The key is to gather a variety of data—in real time and after a lesson—to help teachers and students make adjustments.
Do you have any other types of checks for understanding you could share?
© 2017 Public Impact

10. Phase 1: Collect and prepare a variety of data about student learning
Think-Pair-Share
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Have you used any of these “checks for understanding” before? If so, which type have you used in the past? If not, which would you like to use?
How and why did you use these or would you like to use these?
What would gathering this information allow you to do?
Objective of slide: Have participants recall prior knowledge about CFUs and share with others.
Estimated time: 3 minutes
Facilitator says:
Let’s take 2 minutes to share with a partner which formative assessment you are most familiar with and how you’ve used them.
Could a few people briefly share their thoughts for just a minute?
© 2017 Public Impact

11. Be thoughtful about how and when to collect data
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Consider:
Frequency
Variety
Usefulness
Best: Plan your formative assessments in advance of your lessons and units
Best: Use multiple methods to gauge individual, subgroup, and whole-class progress
Best: Collect only data that will help you reflect on how you can better help all learners master the objectives
Objective of slide: Review best practices for using formative assessment highlighting frequency, variety, and usefulness.
Estimated time: 3 minutes
Facilitator says:
Let’s review three key things to think about when you’re using formative assessments or CFUs, checks for understanding.
Could a few people volunteer to read each of these columns?
Questions on this? [If running out of time, hold some questions until the end.]
Adapted from KIPP.org blog
© 2017 Public Impact

12. Use tools to record data for efficient analysis
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Tools to maintain data records, including from check for understanding
Data tracker (excel or google docs)
Online gradebook (such as Engrade.com)
Computer-based system
Student-based system (tracking their own progress)
What other resources/examples can you share?
Objective of slide: Discuss importance of and tools available to maintain data records.
Estimated time: 2 minutes
Facilitator says:
Knowing how to collect data is just as important as knowing what data to collect.
If we aren’t intentional about our data collection methods, we’ll end up having lots of data to review but not an efficient and effective way to analyze it.
Here are some tools you might use to keep track of the data you are collecting—this will be important for making the most of Phase II.
You should become familiar with your school’s data systems.
Source:
© 2017 Public Impact

13. Phase 1: Collect and prepare a variety of data about student learning
Think-Pair-Share
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
How can you use your role as a reach associate to collect and prepare data (to improve student learning for your team of teachers)?
What expectations have been set for your role in collecting and preparing data? How can you confirm these expectations with your MCL, DRT, or administrator?
What routines for collecting and preparing data could be most helpful to supporting your students?
Objective of slide: Have participants think through the implications of Phase I on their actual work through reflection and dialogue.
Estimated time: 5 minutes
Facilitator says:
Let’s take 4 minutes before we move to the second phase to share with a partner how you can support the collection and preparation of data to drive instruction given your role.
And now let’s take 1 minute for a few people to share their thoughts.
© 2017 Public Impact

14. Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Objective of slide: Orient participants to Phase 2 of the framework
Estimated time: <1 minute
Facilitator says:
Now let’s move to analyzing data in real time to better understand the needs of your learners.
Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009
© 2017 Public Impact

15. Be disciplined about your data analysis
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Analyze data to adjust course during the lesson and to inform needs for future lessons
Combine multiple data sources to hone in on the biggest gaps and opportunities for student learning
Be sure to think about why students are/aren’t learning (teacher actions vs. student actions), and what you can do to help all students learn
Objective of slide: Provide three key points for data analysis based on the role of the RA.
Estimated time: 1 minute
Facilitator says:
Here are the key points [read them].
Questions?
© 2017 Public Impact

16. Ways RAs can identify trends
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Ways RAs can identify trends
During Class
After Class
Scan do now responses
Note which students will need more help based on observation
Direct cold calling toward representatives of student subgroups to understand distinct needs
Scan exit tickets
Review daily/weekly quizzes to understand which standards/objectives require re-teaching
Reflect on which teacher actions had the greatest/least success for all students
Objective of slide: Provide RAs with concrete ways they can analyze data during and after class.
Estimated time: 5 minutes
Facilitator says:
Here are some ways to identify trends in student learning.
During class, you should
Scan the do now responses to anticipate your students’ greatest needs before you start the lesson
During direct instruction, note which students will need more help during work time based on observation
Direct cold calling toward representatives of subgroups of students to understand the distinct needs of each group
After class, you should
Scan exit rickets to highlight key takeaways
Review daily/weekly quizzes to understand which standards/objectives were met, and which one’s require re-teaching
Reflect on which teacher actions had the greatest/least success for all students
How do you envision analyzing data, and to what end? [take a few responses]
Remember, it’s really important to use a variety of data and to plan your checks for understanding in advance
What other ways can you analyze data during and after class?
© 2017 Public Impact

17. Work with your MCL/DRT on data analysis and routines
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Work with your MCL/DRT on data analysis and routines
Do you know the flow and key points of the lesson ahead of time? This will help you tune into the right checks for understanding to use.
Can you anticipate which parts of the lesson or which particular topics will be the most challenging for your students to master?
What routines exist to collect and analyze data for your grade? What will your role be?
How will you and your MCL/DRT communicate about data findings?
Objective of slide: Offer RAs proactive strategies for contributing to the school’s data analysis efforts.
Estimated time: 2 minutes
Facilitator says:
Here are some things to think through to plan your analysis and routines.
Do you have other questions that could help you be strong contributors here? Please share a few ideas.
[If RA’s are widely unclear, flag this for MCLs/DRTs.]
[If needed, share the following examples:
Do you know the flow and key points of the lesson ahead of time? This will help you tune into the right CFUs to utilize.
Example: Review the lesson plan in advance to make sure you understand the key points and parts of the lesson
Can you anticipate which parts of the lesson or which particular topics will be the most challenging for your students to master?
Example: Ask your MCL/DRT which learning objectives students typically need the most help mastering for a given subject
What routines exist to collect and analyze data for your grade? And what skills/time can you contribute to help analyze the data?
Example: Work with your MCL/DRT to secure time during the week to review data
How will you and your MCL/DRT communicate about data findings?
Example: Weekly check-ins where you highlight learning standards that received the highest and lowest mastery (can also be done over )
© 2017 Public Impact

18. Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Objective of slide: Orient participants to Phase 3 of the framework
Estimated time: <1 minute
Facilitator says:
Finally, let’s focus on the last phases, on how to modify instruction to test hypotheses and interventions to increase student learning.
Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009
© 2017 Public Impact

19. You collected & analyzed data. What’s next?
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
You collected & analyzed data. What’s next?
Once you’ve identified what additional support students need based on your formative assessment strategies, you have options:
Allocate more time for topics where students are struggling
Scaffold lessons by providing tools for each chunk of learning
Designate particular students to receive additional help with particular skills using grouping or regrouping
Re-teach difficult or complex concepts
Use data to inform whom you target for cold-calling
Objective of slide: Offer RAs strategies for improving student learning based on their data analysis.
Estimated time: 7 minutes
Facilitator says:
It’s impossible to know what your students need in order for them to master each lesson’s objectives without the use of data
Could a few people read the bullets here?
What other strategies could help you act on your data analysis?
© 2017 Public Impact

20. Final Exercise: Collect Data
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Final Exercise: Collect Data
Scenario
You are teaching 3rd-grade math today
For today’s lesson, the main objective is:
Students will be able to count coins and bills up to $5.00
Come up with
A check for understanding question that you could use while working one-on-one with a student to determine if they are on track toward mastering the objective
A check for understanding question you could use while working with a small group of students to assess mastery
Objective of slide: Allow RAs to apply what they’ve learned about collecting data.
Estimated time: 5 minutes
Facilitator says:
Now let’s put our skills to the test based on this session.
First, we’ll work independently to come up with two types of formative assessment –a check for understanding question for one-on-one work and small-group work—based on a learning objective. Take three minutes to do that.
[Call on a few people to share their responses.]
[Possible responses:
One on one: Showing two $1 bills, “how much more would I have if I added another $1 bill? “What about a penny?”
Small group: “I have two $1 bills here (show bills). Then I reached into my pocket and found another one… hooray! How much do I have now? Write your answer on your white board and hold it up on the count of 3.”]
© 2017 Public Impact

21. Final Exercise: Interpret Data
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Final Exercise: Interpret Data
Scenario
You are asked to analyze the exit ticket responses at the end of class. Here’s the exit ticket prompt:
Form pairs to review the exit ticket tracker and complete the analysis.
Be prepared to share your responses to the four analysis questions.
Objective of slide: Allow RAs to apply what they’ve learned about interpreting data.
Estimated time: 10 minutes
Materials needed: Handout—Interpret Data Activity
Facilitator says:
Now, let’s work in pairs to analyze a set of data based on the same learning objective from before, using this handout.
This is a tracker that a teacher uses to record exit ticket responses. The tracker also serves as a seating chart and way to record attendance (A is absent; P is present). The exit ticket is for Thursday’s lesson.
Take 10 minutes to complete the analysis. [Move along if people finish early.]
Can several of you share your responses to the questions on the handout?
[Listen for:
1) How many students provided the correct response ($2.26)? An incorrect response? Example response: 16 correct, 6 incorrect, 2 absent
2) What is your class mastery of the objective? Example response: 66.6% mastery, if we include students who were absent. They are still responsible for mastering the objective.
3) What trends exist, if any, in who responded correctly vs. incorrectly? Example response: Students who provided the incorrect answer assumed each bill and coin held the same value or simply counted the number of bills/coins on the project (i.e., there are four so that must mean $4.00). I also notice that the incorrect responses came from students sitting in the back of the room.
4) What might you recommend as next steps (be creative)? Example response: I wonder if I was paying enough attention to students in the back of the room during the lesson? I will need to determine why students had the misconception and most likely re-teach by reviewing each bill/coin’s value.]
© 2017 Public Impact

22. Final Exercise: Modify Instruction
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Final Exercise: Modify Instruction
Scenario
After reviewing the exit ticket data and reflecting on your lesson, you see some students are confused—they counted the number of bills/coins vs. adding up the value. You also realize that all students who offered an incorrect response were seated in the back.
What steps will you take to ensure those students master the objective?
What might you do in the future if teaching this objective again?
Objective of slide: Allow RAs to apply what they’ve learned about modify instruction.
Estimated time: 3 minutes
Facilitator says:
So how do you use results from data analysis to modify instruction? Please read the scenario on the slide.
What solutions do you all see?
© 2017 Public Impact

23. Closing: Using Data to Drive Improvement
Phase 1: Collect and prepare a variety of data about student learning
Phase 2: Interpret data and develop hypotheses about how to improve student learning  
Phase 3: Modify instruction to test hypotheses and interventions to increase student learning
Objective of slide: Orient participants to the Continuous Improvement Cycle Framework
Estimated time: 5 minutes
Facilitator says:
Again, here’s the full cycle with its three phases. As RAs., we’re all about making data part of an ongoing culture of instructional improvement.
[click to animate] Based on what you know, how might this cycle might work if executed on a daily basis? Weekly?
[Record responses on chart paper]
Source: IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, 2009
Think-Pair-Share: How might this cycle work if executed on a daily basis? Weekly? Can it work within a single lesson?
© 2017 Public Impact

24. Exit Ticket Update your KWL chart
Jot the three most important things you learned onto a sticky note along with your name
Add it to our exit ticket chart paper
Know (K)
Want to Know (W)
Learned (L)
Teachers collect lots of data (exit tickets, weekly quizzes, unit tests, state tests)
What can I do with all the data I collect?
Objective of slide: To revisit their KWL chart and update it to acknowledge what they learned.
Estimated time: 3 minutes
Facilitator says
Please take 3 minutes to review your KWL chart and update it so you can reflect on what you learned.
Jot the three most important things you learned on a sticky note, and leave it on this chart paper.
© 2017 Public Impact