Using Data to Inform Instruction

.Components of Data Driven Instruction

There are at least four main components that should be part of using data to drive instruction. Those components are (1) instruction, (2) assessment, (3) analysis, and (4) re-teaching.

The instructional piece is what will be taught to students based on the standards for the subject, learning objectives, learning goals, and learning outcomes. 

Assessment is how teachers determine whether students met the learning goals. The assessment might be a formal test (teacher-made or standardized) or simply a group discussion. If the assessment is a discussion, the teacher can keep track of topics discussed by writing notes on the chalkboard or in a personal notebook.

After the assessment, the teacher analyzes the information to see how well students did. This analysis of information will help the teacher decide if she needs to re-teach a portion of the lesson to the whole class, if she needs to focus her attention on a smaller group that needs a part of the lesson re-taught, or if she can move on to the next activity.

Parts of the lesson may need to be retaught. 

Use of data to inform instruction is the critical reason we collect the data. Collecting student performance data and not using it to inform instruction would be a waste of valuable teacher time and yet that is exactly what often occurs. The usefulness of the classroom monitoring data is to help teachers understand where their students are in relationship to the content standard indicators staff are responsible for teaching. This process helps teachers make informed decisions about what they need to do next.

As a school district, we have important AdvancED goals regarding assessment and the use of data in place:

1.  Our system establishes and maintains a clearly defined and comprehensive assessment system.  (ACT Aspire, STAR, Global Scholar, ACT Plus Writing, etc.)

2.  Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.

3.  Throughout the system, professional and support staff are trained in the interpretation and use of data.

4.  The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

5.  System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

Dr. Faust and Mrs. Logan Assembling ACT Aspire Data for 9th Grade Teachers

Dr. Faust Shares ACT Aspire Information with Freshmen Teachers