How to Use Data to Drive Instruction


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This presentation was designed to assist educators with school level, data-based decision-making. The material presented here was packaged to help teachers understand various data sets, how to analyze information, and how to use the same information to inform instruction. This presentation is free for public use. If you have questions or would like additional information, please contact me via email (

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How to Use Data to Drive Instruction

  1. 1. Data-Driven DecisionsDessalines FloydDistrict Literacy Specialist<br />
  2. 2. Data= Information<br />It is often organized for analysis and used to make decisions.<br />
  3. 3. A school is a data warehouse!Information is packaged in a number of different ways.<br /><ul><li>Assessment scores (i.e. FCAT, SAT, ACT)
  4. 4. Teacher-made exam/quiz results
  5. 5. Activities/assignments
  6. 6. Observations
  7. 7. Student-portfolios and notebooks
  8. 8. Attendance tracking
  9. 9. Conference logs
  10. 10. Surveys/feedback forms</li></li></ul><li>If you organize your data, then it will be easier to understand.<br />
  11. 11. Before using your data to make a decision, ask yourself…<br />What does the information reveal?<br />Is it reliable?<br />How many different forms of data did I collect?<br />Have I recorded my results?<br />
  12. 12. Promote student achievement by using the data to get from point A to point B!<br />
  13. 13. Trade<br />This…<br />For …<br /><ul><li>Thick, data notebooks stocked with stale data
  14. 14. Rigid, fixed lesson plans designed with imaginary students in mind
  15. 15. Data-rich, information -poor classrooms whereby data is collected but never used
  16. 16. Organized notebooks with active/fresh data-sets
  17. 17. Flexible lesson plans designed to meet the needs of YOUR students
  18. 18. Data-rich, information-rich classrooms whereby data informs instruction</li></li></ul><li>What does this look like in the classroom?<br />-Sample scenario, <br />Danny Doesn’t Compare<br />
  19. 19. You introduce a graphic organizer designed to help your students understand how two characters in a story compare.<br />
  20. 20. Students complete the assignment-you record the results.<br />
  21. 21. After answering a few more important questions, you decide to help Danny accomplish the same goal by making adjustments to a graphic organizer that he has already mastered.<br />You begin by asking yourself ‘What does this information reveal?’<br />
  22. 22. Re-assess and Record Results-How does he compare to his peers?-<br />
  23. 23. Next steps<br /><ul><li>Provide additional support
  24. 24. Pull data from multiple -sources
  25. 25. Provide enrichment to those who initially mastered the skill
  26. 26. Track/monitor along each step</li></li></ul><li>This process is Recursive!<br />Information-gathering is continuous<br />Instruction is both purposeful and direct<br />