Using Data

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Using Data
Pat Roschewski Director, Statewide
Assessment proschew_at_nde.state.ne.us 402 471-2495
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Using Data for the Improvement of Student Learning

• Role of Data in School Improvement
• Collecting and Organizing Data
• Analyzing the Data
• Connecting Data to Instructional Strategies
• Informing the School Improvement Process with Data

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What data do we collect?

• Performance on Standards
• Norm-referenced (NRT)
• Classroom-based assessment results
• Statewide Writing Assessment Results
• Demographic Data
• Climate Data
• Discipline Data, Attendance

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Step 1 Collect and Organize Data

• Understandable Formats
• Easily Communicated
• Readily Accessible

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Characteristics of Good Data Displays

• Clearly labeled
• Charts and Graphs, not tables and numbers
• Simple, not confusing
• Interpretation/analysis for each data display

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Step 2Analyzing the Data

• What does the data tell us?
• Factual information
• What might this mean?
• Hypotheses
• What do we do about it?
• Plans for action

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• Question Two What might this data mean?
• (Hypotheses)
• Does the assessment measure what we teach?
  Why/why not?
• How does the timing of assessment impact the
  outcomes?
• What trends do we see in the data? Why?
• Skill strengths? Weaknesses?
• What differences are there in grade level or
  sub-groups? Why?

Reading __________________________________________
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Writing __________________________________________
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Step 3 Connecting Data to Instructional
Strategies

• Building knowledge about effective instructional
  practices
• Matching appropriate instruction to skill needs
• Monitoring, supporting, assessing instructional
  effectiveness

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Categories of Instructional Strategies That
Effect Student Achievement

• Identify similarities and differences

Setting objectives and providing feedback
Homework and practice
Generating and testing hypotheses
Nonlinguistic representations

• Summarizing and note taking

Questions, cues, and advance organizers

• Reinforcing effort and providing recognition

Cooperative learning
Marzano, Pickering, Pollock (2001)
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Planning for Effective Instruction

• Select appropriate strategies for effective
  instructions
• Organize strategies into a framework for units of
  study vs. daily lessons

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Reading Standard (4.1.6)

• What skills are required?
• Identify, apply knowledge, provide evidence
• What is the context/content?
• Fiction/literature
• What prior knowledge might be required?

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Planning Instructional Strategies for Reading
(4.1.6)

• Summarizing and note taking
• Non linguistic representations
• Questions, cues, advance organizers