During May 26-27, I attended the Instructional Technology Resource Teachers:  Using Data for Instructional Decision Making 

 

 

We started off being shown the EIMS.  It is hoped that soon the divisions will allow their ITRTs access to this data.  ITRT are change agents.  Change cannot happen effectively if not based on data.  There is little to support any argument for change. ITRTs are not to become data miners but will need to look at data that the division has collected to help the division in making sound judgements about instruction.  The future guidance document will hopefully address some of the issues and concerns about the ITRT role.  The number one job description for an ITRT is as a professional development specialist.

 

(PS:  Only one person in the room had current access to EIMS data.  There were a total of 21 ITRTs in this training.)

 

 

 

About this training:

• Developed by Edvantia for the Virginia Department of Education.  Edvantia is a non-profit education research and development corporation, founded in 1966, that partners with practicioners, education agencies, publishers, and service providers to transform education through research and development.
• copyrighted by the Virginia Department of Education
• Content Experts
  • Dr. Chris Corallo, Director of Professional Development, Henrico County
  • Deborah Roethke, Lead ITRT, Henrico County

 

The Role of the ITRT

• ITRTs are
  • Change Agents
  • School Leaders
• ITRTs focus on INSTRUCTION, and you use data to
  • understand the effectiveness of instruction
  • identify areas of need for student learning
  • identify, implement, and monitor instructional technology change efforts to meet those needs

 

Part One:  It's all about the Data

 

Objectives for Part 1

• Understand the different types of data that can be collected.
• Give examples of each type of data
• Describe when each type of data would be useful

 

 

It's all about the data!:  ITRTs will collect and analyze data to determine which areas of the instructional progrm and student learning can be supported by technology.

 

What research says about using data for decision making:  "Data is a body of information derived from prior activity, orgnaized, and studied to aid in the conduct  of future activities."  From Juran on Quality Design, Juran (1992)

 

Steps in the Process

• Evaluate your current situation.
• What do you want to know?
• Use your data to answer the questions.  (Make sure you provide feedback to those who need it.  Don't assume that you know who will and will not need the info.  Provide the information to all that could possibly help you reach a solution.)

 

Evaluate your Current Situation:  "To determine where (and how) you want to focus your efforts, you must first carefully examine your current situation and pinpoint your highest priorities."  Making Good Choices, NCREL

• Needs
• Priorities
• Materials Needed
• Professional Development to aid in the "how" this will improve instruction

 

What do you want to know?:   . . . use your data to answer the questions. . .

• Analyze data concerning instuctional needs
• What changes does this data suggest?
• What professional development is needed?
• What support can technology provide?

 

It all comes back to data. . .When looking at your general instructional program, data should be used to:

• design your instructional program
• monitor progress toward full implementation of the program
• measure successes of the program

 

It all comes back to data. . . The ITRT will work with teachers and leadership teams to identify how technology should be used in the instructional program

• Install technology needed for professional development before the development.  After training require that teachers go back and experiment with the technology and after a set period of time provide written documentation as to the effectiveness of the technology.
• The ITRT needs to be a vital part of the instructional leadership team.  The state has spent a great deal of money on the ITRT positions and are serious about the proper utilization of this resource.

 

It's all about the data. . .

• Demographic Data:  Who are the individuals we serve and does our instructional program meet their needs?
• Program Data:  What are the components ans supports (or lack of components and supports) in our instructional program that are responsible for these student acheivemnent results?
• Student Outcome Data:  How are our students doing as a result of our instructional program?

 

Demographic Data Examples:  Student Demographic Variables

• Ethincity
• Gender
• SES (Socio-economic status)
• Limited English proficiency
• Special education
• Mobility
• Community Support
• Availability of Internet access in the home or community
• Parental Involvement
• Parental Educational Level
• Parental Marital Status
• Immigration/homelessness

 

Program Data:  Why it Matters

• Schools cannot control the demographics of the students attending
• Schools cannot control what the students cognitively bring with them to school.
• Schools cannot control what the students emotionally bring with them to school.
• Schools can control the learning process (programs, practices, and strategies, they use to engage the learners.)

 

Program Data:  What aspects of the instructional program should be considered to ensure the needs of the students are met?

 

Program Data:  Examples

• Basal series and supplemental materials
• Teacher experience in teaching core areas
• Time devoted to teaching and T.O.T. (time on task)
• Grouping of students for instruction
• Availability of resources
• Processes and practices for assessments
• Instructional strategies used in teaching
• Support/enrichment/intervention services
• use of available technology to support instruction

 

Student Outcome Data:  Types

• Direct Learning Data:  Data that directly indicate the level of student academic achievement as an outcome of the school program
• Associated (Indirect) Learning Data:  Data indicators that can be attributed to or related to direct student learning outcomes but do directly measure or represent student learning.

 

Student Outcome Data:  Using Multiple Measures

• Start with your Standards of Learning or local end-of-year course assessment and look for deficits in learning
• Validate your findings by examining other outcome data (class grades, test grades, report cards, or other direct learning measures)

 

Let's put all the data elements together. . .

 

Click image to enlarge

 

Part Two:  The Data and Your Teachers

 

Objectives for Part 2

• Analyze data for a particular subject area and grade level
• Create a data presentation utilizing effective presention strategies

 

Before we start. . . some realities and assumptions

• Using data for instructional planning takes TIME!!!!  Do not be hasty in evalutaions.  Don't be afraid to ask for time to reflect.
• Individual teachers should not be expected to do it by themselves. . .they will need the support in the form of time and extra hands
• The data tasks should be split up among the teachers and school leaders.
• School leaders should provide time for the task to be done.

 

Effective Ways to Display Data for Group Analysis

 

Tips for Good Presentations:  Dazzle Them!

• Dazzle them with the information--not the graphics or style.
• The medium is not the message
• The information is the message
• On the other hand, don't send them running with a boring presention

 

Basic Rules

• Keep it simple
• Make bullet points--they're easy to read
• Use graphics
• Keep wording concise
• Keep font size large (30 point)
• You are the star--not the presentation.

 

10-20-30 rule

• Use no more than 10 slides
• Your presentation should last no longer than 20 minutes
• Font size should be no smaller than 30 point

 

Different types of Graphs:

 

  A circle graph demonstrates percentages.

 

  Bar graphs compare one strand or category to another.

 

  Line graphs show changes over a period of time

 

 

  Tables can be used for a variety of reasons.

 

Part Three:  Giving your teachers a voice

 

Objectives

• Understand the purpose of a study group
• Be able to use data to determine how to best form a study group to meet particular needs
• Understand the process for creating and sustaining a study group

 

The Study Group Process:  What is a study group?

• analyze data
• come up with a problem
• determine a solution
• plan how to bring change

 

Study Groups versus Professional Learning Communities

• Study Groups
  • 3-6 people
  • can last for weeks or months
  • cyclical
• PLCs
  • 20+ people
  • usually last a year or longer
  • have definite beginning and ending points

 

What makes an effective study group?

• regular meetings--time 1/2 to 1 hour long
• leader or facilitator--must have a person in charge to keep the group focused
• clear agendas--stay on task
• clear outcomes--everyone must agree on the outcomes
• Administrative communication--keep admin in loop

 

Getting Started

• Why have a study group
• What will be the outcomes of the group
• Who will be included
• When will the group meet
• Where will the group meet

 

Step 1:  Planning and learning

• Study group is formed
• New learning is acquired
• Action plan is built around the newly acquired learning

 

Step 2:  Action

• Individuals implement the action plan in their own settings
• Participants collect evidence of success

 

Step 3:  Reflection

Study group meets to share evidence of success with regard to the plan.

 

Putting it all together:  Study Group Action Plan

 

Step 4:  Options, Study Groups are Flexible!

• Changes are made after the reflection
• more new learning occurs and the cycle repeats
• study groups change and adapt based on needs

 

Using Study Groups to Analyze Data:  Organize the study groups around the data

• Analyze data on student learning and the learning environment
• Using thee data, generate a list of program and student needs
• Create an action plan

 

Part Four:  Turning data into learning experiences

 

Objectives for Part Four

• Understand and be able to employ data when planning learning experiences and instruction
• Be able to identify technology-based solutions for instructional needs
• Identify strategies to use to collaboratge with teachers on designing instructional experiences

 

I have the data--Now what?

• Step 1:  Use the data to identify the learning deficit
• Step 2:  Investigete previous instruction to determine learning needs
• Step 3:  Plan new learning experiences and instruction

 

 

Step 1:  Identify the Learning Deficit

• According to the data, what do student need to know, understand, and be able to do?
• Identify corresponding SOLs and unpack the standards.
• Determine which pieces of the standard to focus on to resolve the learning deficit.

 

Learning Deficit Example: 

According to the data, sixth-grade science students at your school are not performing well on the questions related to hwo the atmosphere changes with the alitude.

 

 

Unpacking the Standard:

 

 

 

 

Pull out the nouns, verbs, and big understandings

 

Step 2:  Investigate Previous Instruction

Gather teaching materials used for instruction

What activities took place in the classroom related to this objective

Ask for teacher feedback about why he/she feels students may not have mastered the objective

Assist teacher in identifying gaps in instruction.

 

According to the objective, students need to investigate and understand how the atmosphere changes with altitude.

 

I taught it, but they didn't get it!

 

• Use the CD that came with the curriculum.
• Make use of various other resources, textbook alone is never enough
• Use BrainPop or United Streaming, students need visuals, stand and deliver is done
• Use clickers (response systems)
• Network with teachers in your content area.  How is everyone else teaching?
• Use higher levels of thinking, go back to Blooms
• Integrate PBL, project based learning, students learn by doing, not by hearing
• Take part, tune in, at team meetings.

 

If we always do what we have always done, we will always get what we always got. 

 

Dont' fear change!

 

Step 3:  Plan New Learning Experiences and Instruction

What exactly do my students need to know about this topic?

How can I teach it in a way that will address the student learning needs?

Whar are some resources I can use?

What are some strategies I can use with the teachers to help them plan new learning experiences?

 

What to do?  The ITRT's role:  Identifying technology-based solutions

• Find out what others are doing:  develop a PLN (Professional Learning Network).  An ITRT without a PLN is like living on life support after brain functions cease.
• Determine what exists
• Research solutions in journals, trade magazines, and web sites
• Attend conferences
   

Work with a teacher to showcase a technology based lesson for the building admin.  A discussion on what a technology based lesson should look  like should follow.

 

If a teacher is reluctant to integrate technology, seek admin help.  Working without building and division admin support is like digging through concrete with a plastic spoon.

 

It is expected that ITRTs will take part in instructionally focused team meetings and study groups at both the building and division levels

 

Join your building's SIT (School Improvement Team)

 

Choose only one or two goals and focus on them. 

 

Make teachers feel irreplacable.  They are.  We do not want their job.  We want to support them in it.

 

What resources are popular in this room?

VSTE Ning 

Jen Wagner's Ning 

Twitter 

Blogs/Wikis

Voicethread 

Writeboard 

Tapped In

Fleck.com

jingprojects.com

zoomit

portable apps

iespell.com

blabberize

photoshop express

bubbleshare

Go 2 Web 2.0

bidoop

School Candy

MyStudio

N-Tel

 

• Don't be afraid to advocate for yourself.  If you have a valid instructional reason to use a resource, the resource should be made available.  Go up the chain. 
• Not every teacher needs full access to every resource.  A resource may be used with a small group of teachers or piloted.  A second group of teachers may need a different resource.  The fact that you have other resources to use should not discourage the attempts to improve instruction by trying a new resource.
• School divisions should be working on methods to get students involved with other students outside of their division.  Work with another VA division.  Perhaps a division that is close to you would participate in a collaborative project. 

 

Research Solutions

• Who is reporting the information
• How does this match my needs
• How is this school like mine
• What data support the findings
• What training is necessary
• What kind of infrastructure and support are necessary

 

Attend Conferences

• Attend as many conferences as possible.  Conferences are the ITRT's number one way to learn about new solutions to old problems.
• Bring a team
• Be strategic
• Confer and review
• Debrief with colleagues If you do not take time to debrief, the conference was a waste of time and money. 
• Follow-up and evaluate with your staff.  The conference has to have a purpose.  What were the byproducts of the conference.

 

Think about attending a conference with a building administrator and then plan the professional developments their school needs together.

 

It's now the third year of the ITRT mandate, every division should be thinking about presenting something that's working for them at a conference.  Presentations are a form of professional development for the ITRT. VSTE allows divisions to request one room so that everyone in their division that's presenting will be together.

 

Use a program like google docs, blogs, or wikis to house reflections from everyone in your team to post their learnings from a conference.

 

How can technology be used to build engaging lessons?

• Project-based/student-centered learning (Students need to have a voice in their education)
• Collaboration
• Communication
• Programs and online resources
• Creativity
• Tool for differentiation

 

How can technology help in planning assessments?

• Online quizzes and tests
• differentiation
• portfolios
• rubrics

 

How will these assessments be converted to data to answer questions about student learning?

 

Give it a try!

• What exactly do my students need to know about this topic?
• How can I teach it in a new way that will address the students' learning needs?
• How will I identify resources that I can use?
• What are some strategies I can use with the teachers to help them plan new learning experieces?

 

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DOE Web Site

 

Looking at the Essential Understandings provided by the DOE may help you with this process?

 

http://www.doe.virginia.gov/VDOE/Instruction/sol.html#general

 

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Handouts used during the case study part of this training.

 

Middleton Middle School (this data is not about a real school)

 

data_survey.pdf 

 

data_collection_points.jpg 

 

study_group_action_planning_form.pdf

 

bibliography.pdf 

 

Case Study Handouts

 

case_study.jpg 

 

demographic profile.jpg 

 

doe report card 1.jpg 

 

doe report card 2.jpg 

 

doe report card 3.jpg

 

doe report card 4.jpg

 

doe report card 5.jpg

 

doe report card 6.jpg

 

doe report card 7.jpg

 

doe report card 8.jpg

 

doe report card 9.jpg

 

doe report card 10.jpg

 

doe report card 11.jpg

 

doe report card 12.jpg

 

doe report card 13.jpg

 

doe report card 14.jpg

 

Notes from the Study Group with Middleton School Sixth-Grade Math Teachers

 

mms page 1.jpg

 

mms page 2.jpg

 

mms page 3.jpg

 

mms page 4.jpg

 

mms page 5.jpg

 

 

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Below are photos from Richmond.  BTW, Richmond is an awful city to navigate in.  Construction makes getting off the correct exits impossible.  Too, the exits are not numbered in order which makes it even more hard.  Add to this people who drive at what seems like 110 miles an hour in a 55 mile hour zone.  Moving around this place is a nightmare.  I got lost three times.  Thanks to a construction crew, Thompson Siding and the wonderful hotess at the hotel, Tammy Lightfoot, I finally found my way into the city.  Getting home, I followed another ITRT and fellow TTI Master Teacher, Meg Swecker.  She had a Tom-Tom GPS system.  Next time I venture into a big city, this little hick will make sure to take back-up!

 

Photos from Richmond: