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Closing the Achievement Gap Through Data Driven Instruction-w/music
Transcript of Closing the Achievement Gap Through Data Driven Instruction-w/music
the Gap for
Have Fallen Behind?
Special Education Teacher
through Data Driven Instruction
Closing the Achievement Gap
The use of data-driven practices to improve classroom instruction and student learning is part of public education accountability today.
Know Your Numbers
Now more than ever, it is important to know your numbers.
Data-driven practices are being used during teacher observations by many principals and educational supervisors.
A Variety of Testing
Every student in Tennessee, third through eighth grade, must take the Tennessee Comprehensive Assessment Program (TCAP) every spring.
Response to Intervention, Positive Behavioral Supports, the use of reading assessments (e.g., Diagnostic Spelling Assessment, Diagnostic Reading Assessment, STAR, etc.), and of course, statewide curriculum testing (TCAPS, EOC’s, etc.) are examples of current initiatives that require teachers to collect and use data to make curriculum decisions to improve instruction and learning.
Administrators, department chairs, university supervisors, and others assigned to observe pre-service and in-service teachers often collect ‘objective’ data and provide systemic feedback to improve classroom performance.
As an educator in today’s test driven world, you have to know your students, as well as their test scores.
We are able to identify which students might need just an extra push to make it to the next level.
a Step Further
A few examples of sites commonly
Using the technology that we have in place, (or perhaps hope to have via a grant?) should not only boost our instructional planning, but our student scores as well.
In addition, some schools choose to administer
achievement tests to students in Kindergarten
as well as grades one and two.
Achievement testing is a timed, multiple choice assessment that measures skills in Reading, Language Arts, Mathematics, Science and Social Studies. Student score results are then reported to parents, teachers and administrators.
Teachers pour over score reports in
a variety of in-service sessions to
decipher the score range of their
students and how they may better
Data received from a variety
of test activities allows
teachers to monitor continued
student progress on a
monthly, weekly,or even
daily basis to ensure
of a specific content area.
Not only are we now better trained to
understand the data we get,
but we can better use it to
create lessons and activities
for not just classrooms of
students, but even for
individual students as well.
The push for data-driven instruction has more and more educators looking for ways to create well-founded student-centered learning activities; project based learning, and individualized learning assignments for their students. This isn’t just something that ‘good teachers’ should do, it’s what
of us have to do in order to see student gains.
As this occurs, the typical classroom as most of us know it, isn’t so typical anymore. Gone are the days of seeing students sitting quietly behind desks while the teacher lectures in the front of the classroom.
Today, when you walk into a standard class; you are more likely to see small groups of students working on one type of assignment, while another group may be conducting a different project on a similar subject.
Students may be working
with peers, with the teacher,
or even on an individual
Creative Learning with
Creative classroom instruction
enables students to collaborate
with peers, pursue their
interests, publish their
work to the world, and
take greater responsibility
for their own research/work.
There are a wide variety of
interactive websites available for student/teacher use available
on the internet that work
great on a single student
computer or as a class
activity using an
*and MANY more!
While there are tons of
websites available to teachers
and students, it is up to the
educator to decide not only
what activity to use, but how
to use it to further drive
their instructional plans to best
suit their students’ needs based
upon test score data.
Continuing to Improve Student Instruction
Knowing what works well in the classroom- and what doesn’t- is essential in the improvement of our instruction. Too many teaching practices have little evidence supporting their use as good instructional tools, but using data-driven instruction alongside of educational technology offers teachers a means of evaluating their methods.
Just another way
to drive our
data and decode
The use of gathering data through
either as a team or
as an individual teacher,
can empower teachers as
decision-makers or serve as a
tool for on-going instructional
improvement; which we can
all add to our
Professional Development rubric.
Our target students for this school year were ‘Bubble Kids’-grades 3-8 with a concentration in Reading/Lang Arts & Math).
*Know where you are & where you want to be.
* Teachers & students have to "own" their scores.
The goals for Closing the
demands a focused desire.
It calls for a willingness
to change,to be bold, and
to try new ideas.
How SPED Plans to
Help Close the
1, Use our data well
2. Focus our goals
3. Select and implement shared instructional
practices (individually and as a teacher
4. Implement deeply
5. Monitor and provide feedback and support;
6. Inquire and learn (at the district, school,
and teacher team level)
Moving Your Numbers:
Five Districts Share How They Used
Assessment and Accountability to
Increase Performance for Students
With Disabilities as Part of District-wide
by the National Center
on Educational Outcomes.
Closing the Gap to Help
The time has come for us to
answer this call. Together we
can close the achievement
gap and open
the door to a better
future for every student,
Roane County Schools
Closing the Achievement Gap Team Presenters:
We hope our ideas inspire plans
of your own!
Dr. Stephanie Walker-Director of Special Education
Likewise, we are also
expected to determine which
students may need extra
challenges based on their
scores as well.
Decoding our Data
Evaluating Our Numbers
*STAR Reading/Math/Emergent Literacy
*Diagnostic Reading Assessment (DRA)
*Diagnostic Spelling Assessment (DSA)
*Practice Writing Prompts
*and MANY more!
Teachers are required to use this data
for the basis of improving their
own teaching strategies, while
also increasing student content
knowledge for the upcoming school year
Once a teacher evaluates
their testing information
for each student based
upon their TCAP score,
it is time to work on
testing required by the
District testing may include:
Now let's go to dinner!
well in the
-AND what doesn’t-
essential in the improvement of our
instruction. Too many teaching practices
have little evidence supporting their use
as good instructional tools, but using
data-driven instruction alongside of
educational technology offers teachers a
means of evaluating their methods.
For the 2012-2013 school year,
Roane County Schools
Department of Special Education
developed a team of teachers
that has been going into
classrooms to better utilize
assessment and accountability
in order to increase performance
for students with disabilities as
part of a district-wide improvement plan.
This group of four teachers, our
Closing the Achievement Gap Team
(CAG Team), have helped teachers evaluate their test data, determine which students are ‘target’ students-’bubble students’, then they worked together to develop and implement strategic lesson plans to help those students reach their goal of Proficient.
Closing the Achievement
Gap Team Focus
*Create a plan to get there
*Track progress to determine
if you are on track for
meeting the goal
* Make adjustments as needed.
Using a variety of educational
technology, educators are
better able to meet the
needs of many different
student learning preferences.