Exploring the Use of Data Inquiry Cycle to Improve Student Learning

Outcomes: Develop a common understanding of the data

inquiry cycle Explore examples of how the inquiry cycle is

currently being used in Brighton Self-assess the incorporation of the cycle into the

work of our building

Data Inquiry Cycle

Analyze data to define

strengths and weaknesses

Identify what need you

want to focus on

Define strategies to

address needs

Implement strategies

Monitor student progress

related to the needs

What do we know about data?• “the compelling evidence that grounds conclusions

in actual results, not speculation” (Love, 2009)

• “Information output by a sensing device or organ that includes both useful and irrelevant information” (Webster)

Regardless of definition, data – by themselves – have no meaning.

Bernhardt’s Types of Data

Demographic

Perceptual

Student Learning

School Process

Descriptive information on:

•Enrollment

•Attendance

•Special Education/

•Dropout rate

•Ethnicity

•Gender

•Grade level

•Language proficiency

Demographic

Perceptual

Student Learning

School Process

What students, parents, teachers, etc. think about and/or their attitudes related to:

•Learning environment

•Classes

•School

Demographic

Perceptual

Student Learning

School Process

Results of:

•Standardized tests

•Unit tests

•Grades in a course of study

•Formative assessments

•Authentic assessments

Demographic

Perceptual

Student Learning

School Process

Description of:

•School programs and processes

•Instructional strategies

•Classroom practices

Demographic

Perceptual

Student Learning

School Process

Demographic

Perceptual

Student Learning

School Process

Poor Attendance

High Test Scores

Poor Grades

Disengaged in class

We use data for two purposes:

• make informed decisions about instruction• provide feedback to students about their learning• prioritize and focus energies around student learning• gain an understanding of what a quality performance is and

how close our students are to achieving it• identify students who need enrichment and those who need

support• measure program effectiveness• refine curriculum

Using data is a key tool in leading schools toward improvement.

Inst

ructi

onal

D

ecis

ions

Prog

ram

Dec

isio

ns

Comparative Data

NYS Test Data

Classroom Formative Assessment Data

Love, N. et al. (2008) The Data Coach’s Guide

What data are we currently using that teachers find useful?

Item Difficulty and Response Gap Analysis

Data from Common Finals

Learning Target MC # % correct

by teacher

N=75

All classes

% correctN=154

Gap

Adding 1 89 88 13 92 79 138 91 92 -1

10 86 85 1Subtracting 2 88 90 -2

6 94 88 612 93 87 6

Multiplying 4 68 71 -39 55 63 -8

13 48 54 -6Dividing 5 75 92 -17

7 80 82 -211 34 75 -4114 72 87 -15

Learning Target

MC #

% correct by

teacherN=75

whole group

% correctN=154

Gap A B C D

Adding 1 89 88 1 2 6 13 89

3 92 79 13 2 92 2 4

8 91 92 -1 91 7 0 2

10 86 85 1 2 12 86 2

Subtracting 2 88 90 -2 4 0 88 8

6 94 88 6 2 4 94 0

12 93 87 6 2 93 5 0

Multiplying 4 68 71 -3 4 68 16 12

9 55 63 -8 21 20 55 4

13 48 54 -6 17 18 17 48

Dividing 5 75 92 -17 8 8 75 9

7 80 82 -2 80 4 6 10

11 34 75 -41 30 8 28 34

14 72 87 -15 8 72 13 7

What’s going on at a district level?

• Data Days – Analysis of upcoming students to see patterns of

strengths and weaknesses

What the teachers say?

What’s important to consider when implementing the data inquiry cycle?

Focus Assessment Analysis Process Actions

What should the focus of the work be?Knowledge, understandings and skills:

– critical to the discipline – necessary for career and college readiness– essential life outside of school– used as building blocks for the next grade level– aligned with “What makes Brighton Brighton?”– teachers will see value in collaborating around– students engage with because have repeated

opportunities for feedback and improving

What assessments will be used to guide the inquiry?

• Standardized tests • Summative tests • Common assessments • Interim assessments• Classroom formative assessments

What is the quality of the assessment?Little Red Riding Hood

What is the main idea? This story is mainly about:a. Little Red Riding Hood’s

journey through the woods

b. The pain of losing your grandmother

c. Everything is not always what it seems

d. Fear of wolves

This story is mainly about:a. Two boys fightingb. A girl playing in the woodsc. Little Red Riding Hood’s

adventures with a wolfd. A wolf in the forest

from Bambrick-Santoyo’s Driven by Data

Are the assessments used aligned with standards, curriculum, the development of disciplinary expertise and the focus of your

work?

Focus: Comprehension

DIBELS – ???Running Reading Record - ???Commercially Produced Assessment - ???Teacher Designed - ???

What assessments will be used to monitor progress?

Analyze data to define

strengths and weaknesses

Identify what need you

want to focus on

Define strategies to

address needs

Implement strategies

Monitor student progress

related to the needs

What matters with respect to analysis & implementation?

• Time to dedicate to the work• Timeliness • Protocols• Implementation - strategies are defined to

move student learning forward• Reflections on process & progress

The Data Inquiry Cycle at TCMS

Goals for AIS at TCMS 2011-2012

Use data to identify students’ needs and match intervention to the student need

Wanted to have “tiers” of intensity to match student need and to maximize resources

Wanted to be able to progress monitor student growth to move students up and down the “tiers” as needed

Analyze Data to Define Strengths and Weaknesses

Over the summer used MAP data and ELA data to try to “tier” students (greatest need, lesser need)

Created intervention groups– Greatest need: Reading teachers, smaller

classes– Lesser need: Classroom-based AIS providers,

larger groups

Identify What You Need to Focus On

AIS providers continued to use MAP data as well as ELA data to analyze student performance

Additionally, used benchmark assessments and individually-administered reading assessments to further pinpoint areas of need (QRI, Fountas and Pinnell Assessment, DRA 2+, DSA)

Define Strategies to Address Needs

Classroom-based AIS providers now providing skills based intervention based on individual assessments (as opposed to supporting ELA classroom instruction)

Interventions are based on assessments and not necessarily classroom ELA instruction

Interventions take place at students’ instructional levels

Implement Strategies

Students receive interventions every other day

Because interventions are based on student need, teachers can spend as much time as needed to ensure that students make growth

The tiering of students makes for more homogeneous instruction and allows for more efficient use of time

Monitor Progress as Related to Student Needs

Created an exit/entrance criteria document to be able to move students through the “tiers”

Will look at progress-monitoring data to help inform us as to which data (or combination of data) is best predictor of ELA assessment success

Next Steps

Evaluate Entrance/Exit criteria document Analyze assessment data Inform teachers of AIS process Continue to work at maximizing resources to

match student needs with the available resources

Data Inquiry At Council Rock

Addition Addition Addition Addition Addition Addition Addition Addition Addition

N+0, 1 Date N+2 Date doubles Date

Correct Attempt Evaluation Correct Attempt Eval. Correct Attempt Eval.

Slow & Accurate Slow & Accurate 9 10 Fast & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate 8 10 Fast & Inaccurate

Slow & Accurate Slow & Accurate Slow & Accurate

2 4 Slow & Inaccurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate 6 6 Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate 8 8 Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate Slow & Accurate

Slow & Accurate Slow & Accurate 8 10 Fast & Inaccurate

Data Inquiry At Brighton High School

FRESData Inquiry

SWAC – School Wide Assessment Committee Learning to use the data

(MAP/AIMSweb/F&P/DSA/State/Math Pre&Post, etc.) Thinking about what can be learned about our

program from the data Encouraging staff to use the data we have to plan for

targeted instruction and ultimately improve student achievement

Discoveries have been passed to FRES committees (Math, ELA) for further exploration

The Inquiry Process…

NYS ELA and math data Prepared lists of strengths and weaknesses using

longitudinal data Gave results to grade level teams to review and

know what to focus on (ELA) Specific strategies to assist with CRQ’s/text based

details have been rolled out all year Plan to review 2012 state ELA and Math results in

August

Math and ELA Club Used 2011 state testing data to identify specific

target areas in comprehension (PI’s) Identified students were placed into homogenous

groups Teachers are targeting weaknesses during

morning ELA/Math tutor time with a focus on written responses that are evidence based

Individual teachers are monitoring progress within the clubs through observation & work samples

FRES staff will evaluate morning Math/ELA Club students’ 2012 NYS ELA and Math results

AIS Baseline data reviewed for every child (multiple data

points) Strengths/weaknesses identified for targeted instruction Strategies developed through weekly PD Strategies implemented Progress monitoring weekly for AIS students and

benchmarked for all students 3x per year to ensure progress

Formal AIS reviews take place 3x per year to review progress and success of strategies being used (Both Math & ELA)

How do we use the data inquiry process for AIS?

RTI Baseline data collected, meeting between

teacher & case manager, classroom observations

Primary concern identified RtI meeting to determine measurable

interventions Strategies/interventions implemented &

monitored Follow-up RtI meeting approximately 6-8

weeks later

How do we use the data inquiry process for RTI?

Strengths of Inquiry Process Students receive differentiated support in

and out of the classroom specific to their needs

Progress is monitored by multiple measures to determine effectiveness & instruction is adjusted to better meet individual needs

Student Learning

Strengths of Inquiry Process Provides a common language which promotes

collaboration among professionals Teachers are increasing their awareness of the value

of the information gained from student data Teachers are better informed about student strengths

and need areas leading to more targeted instruction Data provides specific talking points for teachers to

discuss with parents

Teacher Learning

Time to meet & analyze data Data collection – assessments being

administered and recorded accurately in a timely manner

Need for a facilitator of the data conversations

Supporting teachers in feeling comfortable with data, understanding the data and implications (ie – MAP)

Challenges

Continue with SWAC, RTI, AIS reviews, Data Days, etc.

Continue MAP PD to develop comfort and understanding of this data

Continue to seek ways of collecting behavioral data Continue to seek ways of making data user friendly

and timely Analyze the NYS testing data earlier Data Walls as a means to “go visual” in monitoring

student growth

Next Steps