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Getting from here to there

Instruction informed by information helps teachers fill the gaps in student learning

HFM BOCES Data Analyst Nicole Panton wants teachers and school leaders to understand the power of information. Knowing specifically how well each student is progressing toward defined learning targets helps educators adjust their teaching focus and methods, leading to academic success for all students.

“Data driven instruction is simply developing a clear perspective of where we are and where we want to go academically, then using that information to inform the teaching process,” Panton said in explaining her Daybreak with Data workshops.

Data driven instruction (DDI) is a framework of three action steps. Teachers create interim assessments that are administered to their students. Teachers and their building leaders analyze the assessment results. This analysis helps teachers consider what areas of instruction need to be re-taught. This action planning is the key for change.

The one-hour workshops, sponsored by HFM BOCES Instructional Services and Network Team, aim to provide administrators with a solid background on the use of interim assessment data and assist them in implementing data-driven instruction in their schools.

End-of-the-year tests can measure students’ performance over time, but were not designed to provide the instructional feedback needed by teachers during the year in order to “fill the gaps” in any individual student’s learning. Interim assessments focus on specific learning targets and allow teachers and students to see where extra effort is needed to reach their learning goals.

“Data-driven instruction provides students with a clear, understandable vision of the learning target, teaches them to assess their own performance and set appropriate goals,” Panton said. “The assessments lead to instruction designed to focus on one learning target at a time, and teach students to focus their improvement efforts. Closing the gap becomes a shared success between teacher and student.”

Data-Driven Instruction (DDI) is one component of the federal Race-to-the-Top initiative, along with Common Core State Standards and teacher/leader effectiveness.

According to New York State Education Department’s EngageNY website, DDI is a precise and straightforward approach to improving student learning. “It is a real-time way throughout the year to gauge students’ position and where they’re headed – and to meet them where they are, whether behind or ahead of the curve.”

Hitting the target

The first challenge for educators is to choose or create assessments that accurately measure learning targets and provide useful information. The second challenge is to work this analyzed data into daily instruction.

Network Team Administrator Lee Shaver quotes state education officials as saying, “this is the year to practice implementation” of data-driven instruction so schools can become comfortable with the process, something that is causing some concern among area educators.

“Learning about DDI and implementing it at almost the same time is a real challenge for our schools,” Shaver said.

Principal Jane Parsons, from Gloversville’s Kingsborough Elementary School, says the timing is a frustrating issue that has caused a level of stress among teachers.

“How much can we put on our staff at one time so they aren’t overloaded?” Parsons asked while explaining how her staff began creating interim assessments by pulling relevant questions from old state math assessments.

Parsons had her teachers predict how students would do prior to the testing. There were some surprises, but overall the predictions were “pretty close.”

“We wanted to see whether or not our teachers know their students,” Parsons said. “It confirms the practicality of interim assessments. If we know what questions students will struggle with, what can we do to correct that?”

Shaver says schools ask if this [implementing DDI] is a mandate, but says the state is not using that language.

“It is essential to begin the process, and it will be tremendously difficult for schools to brush assessments under the rug this year,” Shaver said. Her team believes two assessments implemented in 2011-12 will be “fine,” helping schools feel more comfortable going into next year with four assessments.

Growing professional learning communities

The Network Team designed professional development workshops to guide teacher in creating rigorous interim assessments. The data collected helps them create lessons that focus on specific learning targets in ways that address individual students’ needs. The grade-specific workshops are set for Dec.7 for grades 6 -12, and Dec. 14 for Pre-K - grade 5.

Embracing data-driven instruction coincides with teachers’ implementing “shifts” in instruction defined by Common Core State Standards, as well as the development of new professional performance standards for teachers and principals.

Fort Plain Junior-Senior High School Principal Deborah Larrabee says the sudden immersion may seem a bit stressful, but the workshops allows teachers to see they are not alone in the process – “We’re all in this together.”

Jane Parsons is encouraged by the buzz among teachers despite the pressures involved in implementing new components in the school day.

“The majority of teachers are excited and happy about Common Core,” Parsons said. “We see the development of a community of teaching professionals through increased sharing and collegiality among the staff, and hear comments like ‘This is what teaching is supposed to be.’”

Workshops giving teachers the opportunity to share their Common Core-aligned units in math and English language arts are also scheduled, along with sessions that provide additional guidance on applying and enhancing the new standards. (Download the professional development catalog here.)

Daybreak with Data workshops continue on Tuesday, Dec. 20. “Digging into Data” is a one-hour session beginning at 7:30 a.m. at HFM BOCES Conference Center. To register, email your name, district, email address, grade level/content area and workshop number to cbush@hfmboces.org before Wednesday, Dec.14.

Driven by Data: A Practical Guide to Improve Instruction by Paul Brambrick-Santoya is a NYSED-recommended book that Network Administrator Lee Shaver says building leaders may benefit from reading.

“Author Paul Brambrick-Santoya was a speaker at our network team training. Along with other good information, his book includes twenty case studies of high-performing schools, and the state is using it to lead the way to an solid understanding of data-based methods and the implementation of data-driven instruction,” Shaver said.