2007 Guest Speaker Session for Dr. Jen York-Barr
1 like971 views
The document discusses the importance of formative data and data-driven decision making (DDDM) in schools. DDDM involves using frequent and ongoing assessments to gather insights into student learning, which teachers can then use to improve instruction. This is different than external accountability measures like No Child Left Behind. The document outlines nine essential elements of effective data-driven professional learning communities, including formative assessments, regular team meetings, and using data to inform instructional changes. When implemented well through a collaborative process, DDDM can significantly improve student achievement according to research.
![The power of formative assessments Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued) “ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made” Helps low achievers more than other students](https://image.slidesharecdn.com/2007-guest-speaker-session-for-dr-jen-yorkbarr-24339/85/2007-Guest-Speaker-Session-for-Dr-Jen-York-Barr-11-320.jpg)
![Wrap-up Questions / comments? Thanks for the invite! [email_address]](https://image.slidesharecdn.com/2007-guest-speaker-session-for-dr-jen-yorkbarr-24339/85/2007-Guest-Speaker-Session-for-Dr-Jen-York-Barr-31-320.jpg)
2007 Guest Speaker Session for Dr. Jen York-Barr
- 1. The importance of formative data Scott McLeod, J.D., Ph.D. University of Minnesota
- 2. DDDM ≠ NCLB NCLB = external accountability to federal government and citizenry We have to stop equating these
- 3. DDDM ≠ NCLB DDDM = getting better information into the hands of educators so that they can make good instructional decisions for the benefit of students We have to stop equating these
- 4. DDDM ≠ NCLB DDDM = helping schools know whether what they are doing is working We have to stop equating these
- 5. DDDM ≠ NCLB DDDM = helping schools navigate the educational change process more intelligently We have to stop equating these
- 6. What most schools are doing Good baseline data Measurable instructional goals
- 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. Frequency of assessment Renaissance Learning ™ big little
- 9. 9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes Data safety Data transparency Technology Alignment for results Good baseline data Measurable instructional goals
- 10. The power of formative assessments Quicker feedback to teachers Not “autopsy data” Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . Review of over 280 research articles Effect sizes of 0.4 to 0.7 this is HUGE!
- 11. The power of formative assessments Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued) “ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made” Helps low achievers more than other students
- 12. ‘ Little data’ is useful! CPRE
- 13. Formative assessments should be common Typically periodic, not daily Given by all teachers to all students Grade level Subject area Formats Pre-made Teacher-created from item banks of questions Teacher-created from self-made questions
- 14. The power of common assessments Teachers have shared understanding and consensus agreement about what is important to teach / learn Common language for discussions
- 15. The power of common assessments Similar information for comparison Reduced variability across teachers Highlight strengths Replication of best practice More chances to make changes to benefit kids while you have them in front of you
- 16. Regular team meetings Old model Topic A Topic B Topic C Topic A Topic A Topic A New model
- 17. When teacher teams (PLCs) meet… Note the expectation that teacher conversations will be rooted in data / information Also the expectation that changes will be made based on the results teachers are seeing “Subtle accountability,” but reporting for support and information up, not just to be held accountable
- 18. Statewide DDDM readiness study Teachers (n = 3,135 / 11,120?) (28%?) Principals (n = 791 / 1,770) (45%) Superintendents (n = 202 / 351) (58%) District technology coordinators (n = 139 / 351) (40%) 4,267 Minnesota educators Awesome!
- 20. Teacher teams (PLCs) that meet regularly
- 22. Data access and transparency
- 23. Data safety
- 24. Technology
- 28. Beliefs
- 29. Technology You can do data-driven decision-making without technology, but it’s awfully difficult. - McLeod, 2005
- 30. Useful Excel skills www.scottmcleod.net/yorkbarr www.schooldatatutorials.org
- 31. Wrap-up Questions / comments? Thanks for the invite! [email_address]