Data<br />The term data refers to groups of information <br />that represent<br />the qualitative or quantitative attribut...
Data drives your decisions<br />Core<br />curriculum<br />Diary Maps<br />State and<br />National<br />Benchmarks<br />Cur...
The future is not a result of choices among alternative paths offered by the present, but a place that is created—created ...
The Learning Organization<br />Learning Environment<br />Assessment<br />Curriculum<br />Standards<br />Instruction<br />
What the research says….<br />Student achievement is more likely to improve where leadership focused on educational qualit...
Student achievement is substantially higher when teacher’s make use of frequent “point in time” assessments of student per...
Questions?<br />Are students learning optimally?<br />Are students meeting the state standards?<br />What are the student’...
Richness of Student Assessment Data<br />Can students apply and generalize what they’ve learned?<br />Did students learn i...
As a teacher, how can data help me….<br />Replace hunches/hypothesis with facts.<br />Facilitate a clear understanding of ...
How can data help me….<br />Provide information to eliminate ineffective practices.<br />Show if school goals and objectiv...
So why analyze student achievement data?<br />Improve instruction<br />Provide students with feedback on performance<br />...
Data Plan<br />Collect basic information<br />Identify additional data – Triangulation<br />Disaggregate the data<br />Ana...
Data Plan<br />Summarize the data – identify the problem, not solve it<br />Brainstorm causes<br />Identify a goal – speci...
As Principal……<br />How do you get teachers excited about using data to benefit students?<br />
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Data

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  • From Wikipedia
  • Data

    1. 1. Data<br />The term data refers to groups of information <br />that represent<br />the qualitative or quantitative attributes of a <br />variableor set of variables. Data (plural of "datum") <br />are typically the results <br />of measurements and can be the basis of graphs, images, <br />or observations of a set of variables. Data are <br />often viewed as the lowest level of abstractionfrom <br />which information and knowledge are derived. <br />Raw data refers to a collection of numbers, characters, <br />images or other outputs from devices that collect <br />information to convert <br />physical quantities into symbols, <br />that are unprocessed.<br />
    2. 2. Data drives your decisions<br />Core<br />curriculum<br />Diary Maps<br />State and<br />National<br />Benchmarks<br />Curriculum Data<br />Aligned to Standards<br />Assessment Data<br />Aligned to Standards<br />Data Analysis<br />Data Analysis<br />A Data-Informed Culture<br />Improve Student Achievement<br />
    3. 3. The future is not a result of choices among alternative paths offered by the present, but a place that is created—created first in mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.<br />—John Schaar<br />
    4. 4. The Learning Organization<br />Learning Environment<br />Assessment<br />Curriculum<br />Standards<br />Instruction<br />
    5. 5.
    6. 6. What the research says….<br />Student achievement is more likely to improve where leadership focused on educational quality is distributed throughout the school community.<br />Instructional quality (effectiveness of individual teachers) has a greater impact on student achievement than any other single schooling factor.<br />Careful curriculum alignment has a tremendous impact on student achievement.<br />
    7. 7. Student achievement is substantially higher when teacher’s make use of frequent “point in time” assessments of student performance.<br />Student achievement gains have been strongly correlated with schools collecting data to guide instruction.<br />Marzano, RJ. 2000 “A New Era In School Reform: Going Where the Research Takes Us”. MCREAL<br />What the research says….<br />
    8. 8.
    9. 9. Questions?<br />Are students learning optimally?<br />Are students meeting the state standards?<br />What are the student’s strengths and needs?<br />How are student’s performing in general?<br />
    10. 10. Richness of Student Assessment Data<br />Can students apply and generalize what they’ve learned?<br />Did students learn it?<br />Are students learning it?<br />
    11. 11. As a teacher, how can data help me….<br />Replace hunches/hypothesis with facts.<br />Facilitate a clear understanding of the gaps between where a school is and what the school wants to be.<br />Identify root causes of the gaps<br />
    12. 12. How can data help me….<br />Provide information to eliminate ineffective practices.<br />Show if school goals and objectives are being accomplished.<br />Predict and prevent failures.<br />Predict and ensure successes.<br />
    13. 13. So why analyze student achievement data?<br />Improve instruction<br />Provide students with feedback on performance<br />Measure program success and effectiveness<br />Understand if what we are doing is making a difference<br />Make sure students “do not fall through the cracks”<br />
    14. 14. Data Plan<br />Collect basic information<br />Identify additional data – Triangulation<br />Disaggregate the data<br />Analyze the data – ask questions about the data<br />
    15. 15. Data Plan<br />Summarize the data – identify the problem, not solve it<br />Brainstorm causes<br />Identify a goal – specific, measurable and attainable, results oriented and time-bound<br />
    16. 16.
    17. 17.
    18. 18.
    19. 19. As Principal……<br />How do you get teachers excited about using data to benefit students?<br />

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