The importance of formative data    Scott McLeod, J.D., Ph.D. University of Minnesota
<ul><li>DDDM  ≠  NCLB </li></ul><ul><li>NCLB  = external accountability to federal government and citizenry </li></ul>We h...
<ul><li>DDDM  ≠  NCLB </li></ul><ul><li>DDDM  = getting better information into the hands of educators so that they can ma...
<ul><li>DDDM  ≠  NCLB </li></ul><ul><li>DDDM  = helping schools know whether what they are doing is working </li></ul>We h...
<ul><li>DDDM  ≠  NCLB </li></ul><ul><li>DDDM  = helping schools navigate the educational change process more intelligently...
What most schools are doing Good  baseline data Measurable instructional goals
The problem with what  most schools are doing Good  baseline data Measurable instructional goals This is important but ins...
Frequency of assessment Renaissance Learning ™ big little
9 essential elements of  data-driven PLCs Frequent formative assessments Professional learning communities rooted in stude...
The power of  formative assessments <ul><li>Quicker feedback to teachers </li></ul><ul><ul><li>Not “autopsy data” </li></u...
The power of formative assessments <ul><li>Black & Wiliam. (1998). Inside the black box.  Phi Delta Kappan . (continued) <...
‘ Little data’ is useful! CPRE
Formative assessments should be  common <ul><li>Typically periodic, not daily </li></ul><ul><li>Given by all teachers to a...
The power of  common assessments <ul><li>Teachers have shared understanding and consensus agreement about what is importan...
The power of  common assessments <ul><li>Similar information for comparison </li></ul><ul><ul><li>Reduced variability acro...
Regular team meetings <ul><li>Old model </li></ul>Topic A Topic B Topic C Topic A Topic A Topic A <ul><li>New model </li><...
When teacher teams  (PLCs) meet… <ul><li>Note the expectation that teacher conversations will be rooted in data / informat...
Statewide DDDM readiness study <ul><li>Teachers (n = 3,135 / 11,120?)  (28%?) </li></ul><ul><li>Principals (n = 791 / 1,77...
Measurable instructional goals
Teacher teams (PLCs) that meet regularly
Making instructional changes
Data access and transparency
Data safety
Technology
Alignment for results
Leadership and support
Professional development
Beliefs
Technology <ul><li>You can do data-driven decision-making without technology, but it’s awfully difficult. </li></ul><ul><l...
Useful Excel skills <ul><li>www.scottmcleod.net/yorkbarr </li></ul><ul><li>www.schooldatatutorials.org </li></ul>
Wrap-up <ul><li>Questions / comments? </li></ul><ul><li>Thanks for the invite! </li></ul><ul><li>[email_address] </li></ul>
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2007 Guest Speaker Session for Dr. Jen York-Barr

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EDPA 5374, U. Minnesota, Fall 2006 to Spring 2007, Dr. Scott McLeod

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  • 2007 Guest Speaker Session for Dr. Jen York-Barr

    1. 1. The importance of formative data Scott McLeod, J.D., Ph.D. University of Minnesota
    2. 2. <ul><li>DDDM ≠ NCLB </li></ul><ul><li>NCLB = external accountability to federal government and citizenry </li></ul>We have to stop equating these
    3. 3. <ul><li>DDDM ≠ NCLB </li></ul><ul><li>DDDM = getting better information into the hands of educators so that they can make good instructional decisions for the benefit of students </li></ul>We have to stop equating these
    4. 4. <ul><li>DDDM ≠ NCLB </li></ul><ul><li>DDDM = helping schools know whether what they are doing is working </li></ul>We have to stop equating these
    5. 5. <ul><li>DDDM ≠ NCLB </li></ul><ul><li>DDDM = helping schools navigate the educational change process more intelligently </li></ul>We have to stop equating these
    6. 6. What most schools are doing Good baseline data Measurable instructional goals
    7. 7. The problem with what most schools are doing Good baseline data Measurable instructional goals This is important but insufficient to drive meaningful changes in student achievement There has been too much focus on ‘big data’ and not enough on ‘little data’
    8. 8. Frequency of assessment Renaissance Learning ™ big little
    9. 9. 9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes <ul><li>Data safety Data transparency </li></ul><ul><li>Technology Alignment for results </li></ul>Good baseline data Measurable instructional goals
    10. 10. The power of formative assessments <ul><li>Quicker feedback to teachers </li></ul><ul><ul><li>Not “autopsy data” </li></ul></ul><ul><li>Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . </li></ul><ul><ul><li>Review of over 280 research articles </li></ul></ul><ul><ul><li>Effect sizes of 0.4 to 0.7  this is HUGE! </li></ul></ul>
    11. 11. The power of formative assessments <ul><li>Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued) </li></ul><ul><ul><li>“ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made” </li></ul></ul><ul><ul><li>Helps low achievers more than other students </li></ul></ul>
    12. 12. ‘ Little data’ is useful! CPRE
    13. 13. Formative assessments should be common <ul><li>Typically periodic, not daily </li></ul><ul><li>Given by all teachers to all students </li></ul><ul><ul><li>Grade level </li></ul></ul><ul><ul><li>Subject area </li></ul></ul><ul><li>Formats </li></ul><ul><ul><li>Pre-made </li></ul></ul><ul><ul><li>Teacher-created from item banks of questions </li></ul></ul><ul><ul><li>Teacher-created from self-made questions </li></ul></ul>
    14. 14. The power of common assessments <ul><li>Teachers have shared understanding and consensus agreement about what is important to teach / learn </li></ul><ul><li>Common language for discussions </li></ul>
    15. 15. The power of common assessments <ul><li>Similar information for comparison </li></ul><ul><ul><li>Reduced variability across teachers </li></ul></ul><ul><ul><li>Highlight strengths </li></ul></ul><ul><ul><li>Replication of best practice </li></ul></ul><ul><li>More chances to make changes to benefit kids while you have them in front of you </li></ul>
    16. 16. Regular team meetings <ul><li>Old model </li></ul>Topic A Topic B Topic C Topic A Topic A Topic A <ul><li>New model </li></ul>
    17. 17. When teacher teams (PLCs) meet… <ul><li>Note the expectation that teacher conversations will be rooted in data / information </li></ul><ul><li>Also the expectation that changes will be made based on the results teachers are seeing </li></ul><ul><li>“Subtle accountability,” but reporting for support and information up, not just to be held accountable </li></ul>
    18. 18. Statewide DDDM readiness study <ul><li>Teachers (n = 3,135 / 11,120?) (28%?) </li></ul><ul><li>Principals (n = 791 / 1,770) (45%) </li></ul><ul><li>Superintendents (n = 202 / 351) (58%) </li></ul><ul><li>District technology coordinators (n = 139 / 351) (40%) </li></ul><ul><li>4,267 Minnesota educators </li></ul><ul><li>Awesome! </li></ul>
    19. 19. Measurable instructional goals
    20. 20. Teacher teams (PLCs) that meet regularly
    21. 21. Making instructional changes
    22. 22. Data access and transparency
    23. 23. Data safety
    24. 24. Technology
    25. 25. Alignment for results
    26. 26. Leadership and support
    27. 27. Professional development
    28. 28. Beliefs
    29. 29. Technology <ul><li>You can do data-driven decision-making without technology, but it’s awfully difficult. </li></ul><ul><li>- McLeod, 2005 </li></ul>
    30. 30. Useful Excel skills <ul><li>www.scottmcleod.net/yorkbarr </li></ul><ul><li>www.schooldatatutorials.org </li></ul>
    31. 31. Wrap-up <ul><li>Questions / comments? </li></ul><ul><li>Thanks for the invite! </li></ul><ul><li>[email_address] </li></ul>

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