Chapter+7+-+Relevant+Info.+2


 * 1) ==How are we using data to improve teaching and student learning? With a focus on results, at what stage do you think your school/grade level is? What steps are needed to advance to the next stage?==


 * Pre-Initiation Stage || Teachers teach, they test, they hope for the best, then they move on to the next unit. ||
 * Initiation Stage || Data is shared. Teachers are encouraged to review the results and address weaknesses as part of their school improvement plan. ||
 * Developing Stage || The school has a specific process to bring teachers together throughout the year to analyze common formative assessments, identify areas of concern and discuss strategies for improvement, and develop individualized plans for struggling students. ||
 * Sustaining Stage || Ongoing analysis of results is seen as a critical element of the teaching and learning process. Teachers are hungry for information on student learning and gather and analyze information from a variety of sources. Results of common assessments are compared to state and local assessments to validate their effectiveness. Teachers use results to identify strengths and weaknesses in their individual practices and to improve their effectiveness in helping all students learn. SMART goals drive the work of each team within the school. Results are used to create student interventions. ||

Start Here:I believe that in my 5 years of teaching in Hartselle City Schools our school has grown leaps and bounds when it comes to using data driven instruction. As of right now in my grade level/school, we are probably in the developing stage at least and are somewhat in the sustaining stage. I'm now more aware of what data is and how to use data to make improvements in my instruction. The next step would be having more time to actually sit down and look at our data more thouroughly so we could make instruction changes and to be able to talk about it with our colleagues. Our planning time is already crunched at this point, so it's hard to squeeze in something else- even though I know this is something that is importantn and needs to be done if we're going to continue to meet AYP. (H. Witt). I agree that we in the developing stage. I know I look at results more than I ever have before. I feel like we look at the results more in an effort to intervene and help those students needing help. I feel that some are moving into the sustaining stage. I feel that we are doing a great job with reading and may be in the sustaining stage there, but math is just developing. (R. Hames) My grade level is in the developing stage. We have become more proficient at utilizing data, collaborating about it, comparing among classes as a way to help each other, and then using all of that info to make improvements in our teaching as well as helping the struggling students. As far as moving to the next stage, I am in agreement with Hannah Witt--we need to keep moving, yet time is such a factor. I'm not certain how we will get to the next stage, but I'm sure we'll figure it out. (J. Layman) Data driven instruction has certainly become a critical element of the teaching and learning process for both me and my cohorts. Our school is well on our way into the sustaining stage. With DIBELS results, progresss monitoring, unit assessments, and commons assessments we are able to identify where we need to improve in instruction as well as where each student is struggling. The item analysis we complete with our unit assessments in reading has been eye-opening for me. It has been a vital tool for me in my classroom when considering student intervention and reteaching needs. As a grade level, we discuss data results and collaborate on ways to improve student learning. (K. Smith) Great progress toward data-driven teaching has been made in the past four years, with especially big gains in the last year or two. The pacing guides and new reading series have complimented these improvement efforts. While BB may not yet be consistently in the Sustaining Stage the foundation has been set for this kind of advancement in the coming school year. More work (discussion, data analysis, planning) between grade levels and a continued effort to involve everyone in this process will solidify our gains and prepare us for even stronger growth and development. (ELand) Our school does seem to be using data more and more effectively. Reading is strongest because of ARI, but math and written language are just developing. What is needed is large blocks of time for grades to meet together and develop common assessments and then to provide regular time to analyze results and brain-storm strategies and plans for areas of identified weakness. As Hannah points out, time is already hard to find in an already busy day. Time is what is needed. (ALand)