WEBVTT

00:00:02.346 --> 00:00:04.816
[Music] Welcome to the overview
on Transforming Teaching

00:00:04.816 --> 00:00:09.976
and Learning Through Data.

00:00:11.046 --> 00:00:12.476
Although staff is aware of
the importance of using data,

00:00:12.766 --> 00:00:15.556
data use has not become part
of our school's culture.

00:00:16.206 --> 00:00:19.006
What is the most effective
way to encourage my teachers

00:00:19.056 --> 00:00:21.906
to use data to monitor
student progress regularly

00:00:22.156 --> 00:00:24.596
and make data-driven
instructional decisions?

00:00:25.256 --> 00:00:27.266
In our district, we
have collected a wealth

00:00:27.266 --> 00:00:30.476
of student achievement data from
multiple sources over the years.

00:00:31.186 --> 00:00:33.336
What system should we
use to manage the data

00:00:33.586 --> 00:00:36.696
so that my staff can have access
to the necessary data quickly?

00:00:37.136 --> 00:00:39.726
My principal just handed me
the state assessment data

00:00:39.796 --> 00:00:40.686
for my students.

00:00:41.166 --> 00:00:42.826
What are the best
ways to use the data

00:00:42.826 --> 00:00:44.576
to help me improve
my instruction

00:00:44.576 --> 00:00:45.536
and student learning?

00:00:45.886 --> 00:00:48.836
Who can work with me to
analyze my student data?

00:00:48.836 --> 00:00:50.536
My science teacher just graded

00:00:50.536 --> 00:00:53.296
and returned the midterm paper
we submitted a month ago.

00:00:53.606 --> 00:00:58.106
All she wrote on my paper is
a grade C. How can I improve

00:00:58.106 --> 00:00:58.626
my work?

00:00:58.626 --> 00:01:02.146
What do I need to do
to get an A next time?

00:01:02.146 --> 00:01:04.066
Administrators, teachers,
and students

00:01:04.066 --> 00:01:07.086
from around the country
have realized the importance

00:01:07.086 --> 00:01:10.496
of using data to inform their
decisions to improve instruction

00:01:10.546 --> 00:01:13.476
and learning and have
asked similar questions

00:01:13.476 --> 00:01:15.036
about effective data use.

00:01:16.026 --> 00:01:18.716
With the increasing
pressure from federal, state,

00:01:18.716 --> 00:01:20.686
and local accountability
policies

00:01:20.736 --> 00:01:23.526
to improve the academic
achievement of all students,

00:01:24.116 --> 00:01:26.456
data are playing a
more central role

00:01:26.486 --> 00:01:29.466
in how educators evaluate
their teaching practices

00:01:29.776 --> 00:01:32.156
and monitor students'
academic progress.

00:01:32.956 --> 00:01:35.466
Although more and more
data have been collected

00:01:35.466 --> 00:01:38.006
and made available to
educators with the rise

00:01:38.006 --> 00:01:40.336
of the standards-based
reform movement,

00:01:40.486 --> 00:01:43.016
questions about how
data should be used

00:01:43.016 --> 00:01:46.476
to make instructional decisions
remain mostly unanswered.

00:01:46.476 --> 00:01:49.896
To use data effectively,
to transform teaching

00:01:49.896 --> 00:01:52.306
to better meet the learning
needs of each student,

00:01:52.486 --> 00:01:54.106
and to raise student
achievement,

00:01:54.646 --> 00:01:57.166
educators need strategies
that are grounded

00:01:57.166 --> 00:01:59.096
in the evidence-based research.

00:01:59.746 --> 00:02:02.766
Drawing on available research
literature on data use

00:02:02.766 --> 00:02:04.976
and their own expertise, experts

00:02:04.976 --> 00:02:07.396
on the IES panel
developed a framework

00:02:07.396 --> 00:02:09.235
for using student
achievement data

00:02:09.446 --> 00:02:11.606
to support instructional
decision making.

00:02:12.456 --> 00:02:13.726
The framework includes a set

00:02:13.726 --> 00:02:16.626
of five coherent
recommendations working together

00:02:16.626 --> 00:02:20.616
that guide teacher step-by-step
in adopting a systematic process

00:02:20.616 --> 00:02:21.966
for effective data use.

00:02:22.686 --> 00:02:25.626
The recommendations encourage
teachers to collaborate

00:02:25.626 --> 00:02:28.376
to interpret data and
to make data-driven

00:02:28.376 --> 00:02:29.906
instructional decisions.

00:02:30.556 --> 00:02:32.546
They also help schools
and districts

00:02:32.546 --> 00:02:34.516
to provide the right
organizational

00:02:34.516 --> 00:02:38.526
and technological supports and
structures that foster a culture

00:02:38.526 --> 00:02:39.656
of effective data use.

00:02:40.516 --> 00:02:42.976
The five recommendations are:

00:02:42.976 --> 00:02:45.296
1. Make data part of
an ongoing cycle

00:02:45.296 --> 00:02:47.046
of instructional improvement

00:02:47.046 --> 00:02:49.646
2. Teach students to
examine their own data

00:02:49.646 --> 00:02:51.066
and set learning goals

00:02:51.066 --> 00:02:55.166
3. Establish a clear vision
for schoolwide data use

00:02:55.566 --> 00:02:58.586
4. Provide supports that
foster a data-driven culture

00:02:58.586 --> 00:03:00.306
within the school

00:03:00.596 --> 00:03:05.036
5. Develop and maintain a
districtwide data system.

00:03:05.036 --> 00:03:07.846
The panel believes that
effective data practices are

00:03:07.926 --> 00:03:12.126
interdependent across classroom,
school, and district levels.

00:03:12.826 --> 00:03:15.126
Educators should
collaborate with other school

00:03:15.126 --> 00:03:17.066
and district staff
to implement the

00:03:17.066 --> 00:03:18.606
recommendations concurrently.

00:03:19.376 --> 00:03:23.096
In addition, the panel
recognizes the many variations

00:03:23.096 --> 00:03:26.586
across schools and districts
and offers recommendations

00:03:26.586 --> 00:03:29.676
that can be adjusted to
fit unique circumstances.

00:03:30.366 --> 00:03:33.276
Let's take a closer look
at each recommendation.

00:03:33.816 --> 00:03:37.296
1. Make data part
of an ongoing cycle

00:03:37.346 --> 00:03:40.156
of instructional improvement.

00:03:40.156 --> 00:03:42.556
Teachers can begin using
student achievement data

00:03:42.556 --> 00:03:45.236
to guide instruction and
monitor student progress

00:03:45.576 --> 00:03:48.226
by adopting an ongoing
cycle of inquiry.

00:03:49.046 --> 00:03:50.966
A systematic process
of data use,

00:03:51.376 --> 00:03:56.086
the cycle of inquiry usually
involves three steps: 1) collect

00:03:56.086 --> 00:03:59.136
and prepare data from multiple
sources about student learning;

00:03:59.806 --> 00:04:03.596
2) interpret data and
develop hypotheses about how

00:04:03.596 --> 00:04:06.336
to use this information to
improve student learning;

00:04:07.296 --> 00:04:10.796
3) modify instruction
to test hypotheses

00:04:10.796 --> 00:04:12.246
and increase student learning.

00:04:13.196 --> 00:04:15.366
At the completion of
these three steps,

00:04:15.366 --> 00:04:18.685
teachers can restart the
cycle of inquiry by collecting

00:04:18.755 --> 00:04:21.185
and interpreting new
student achievement data

00:04:21.546 --> 00:04:24.216
to determine the impact of
their instructional changes.

00:04:25.006 --> 00:04:28.516
2. Teach students to
examine their own data

00:04:28.516 --> 00:04:30.136
and set learning goals.

00:04:30.296 --> 00:04:34.046
Teachers can teach students
to collect and analyze data

00:04:34.106 --> 00:04:35.506
to monitor their own performance

00:04:35.506 --> 00:04:37.736
and establish their
own goals for learning.

00:04:37.976 --> 00:04:40.756
To be able to interpret
data, students need

00:04:40.756 --> 00:04:43.286
to understand the expectations
on their performance

00:04:43.286 --> 00:04:46.756
and the criteria used to
evaluate their performance.

00:04:47.516 --> 00:04:49.616
Students can also
benefit from thoughtful

00:04:49.616 --> 00:04:51.776
and constructive
feedback provided

00:04:51.776 --> 00:04:53.916
in a timely fashion
along with tools

00:04:53.916 --> 00:04:56.296
to help them analyze the data.

00:04:56.296 --> 00:04:59.436
The results of student data
analysis are a valuable source

00:04:59.436 --> 00:05:03.266
of data to guide
teachers' instruction.

00:05:03.816 --> 00:05:08.006
3. Establish a clear vision
for schoolwide data use.

00:05:08.936 --> 00:05:11.256
A strong culture of
data use conveyed

00:05:11.256 --> 00:05:14.056
through a clear vision
is critical to ensure

00:05:14.056 --> 00:05:16.616
that data-based decisions
are made frequently,

00:05:16.846 --> 00:05:18.986
consistently, and effectively.

00:05:19.856 --> 00:05:23.106
A school-based data team
can serve as a catalyst

00:05:23.106 --> 00:05:24.766
to build the culture of data use

00:05:24.766 --> 00:05:27.996
by clarifying the school's
vision, developing plans

00:05:28.056 --> 00:05:32.326
to tie data use to school goals,
defining critical concepts

00:05:32.326 --> 00:05:34.706
about data use to
facilitate communication,

00:05:35.346 --> 00:05:38.036
and providing ongoing
leadership and guidance

00:05:38.036 --> 00:05:39.386
to teachers and school staff.

00:05:40.246 --> 00:05:44.006
4. Provide supports that
foster a data-driven culture

00:05:44.006 --> 00:05:44.886
within the school.

00:05:44.886 --> 00:05:49.906
To establish and sustain a
data-driven culture, schools

00:05:49.906 --> 00:05:52.296
and districts need to
invest in leadership,

00:05:52.486 --> 00:05:53.836
professional development,

00:05:54.226 --> 00:05:56.396
and structured time
for collaboration.

00:05:57.316 --> 00:06:00.166
Effective data use depends
greatly on the knowledge

00:06:00.166 --> 00:06:02.426
and skills of teachers
and school staff on how

00:06:02.426 --> 00:06:04.276
to interpret data
for decision making.

00:06:05.236 --> 00:06:06.796
A school-based facilitator

00:06:06.796 --> 00:06:09.636
and targeted ongoing
professional development can

00:06:09.636 --> 00:06:12.646
provide support for data
interpretation and analysis

00:06:12.976 --> 00:06:16.586
to help educators to enhance
their data literacy and skills.

00:06:17.676 --> 00:06:19.936
Structured time promotes
effective data use

00:06:19.996 --> 00:06:23.196
by providing the opportunities
for staff to collaborate

00:06:23.196 --> 00:06:24.416
and learn from each other.

00:06:24.756 --> 00:06:29.366
5. Develop and maintain a
districtwide data system.

00:06:29.706 --> 00:06:33.726
As more data are being collected
throughout the education system,

00:06:34.146 --> 00:06:37.146
the district needs to develop
a high-quality data system

00:06:37.146 --> 00:06:39.616
to link different
forms of data to ensure

00:06:39.616 --> 00:06:41.066
that everyone has access

00:06:41.066 --> 00:06:42.776
to the necessary data
when they need them.

00:06:43.596 --> 00:06:47.016
To make the data system easy
to use, it must be designed

00:06:47.016 --> 00:06:49.586
with the end user
in mind and usually

00:06:49.586 --> 00:06:51.976
with the end user
actually involved.

00:06:52.806 --> 00:06:56.306
Consequently, the district
should include representatives

00:06:56.306 --> 00:06:59.386
of each stakeholder group in
the design and implementation

00:06:59.386 --> 00:07:03.596
of the data system and a process
that allows for regular feedback

00:07:03.786 --> 00:07:05.696
to improve the system over time.

00:07:06.406 --> 00:07:08.986
To learn more about
data-driven decision making,

00:07:09.386 --> 00:07:15.396
please visit ies.ed.gov
for a free download

00:07:15.396 --> 00:07:15.896
of the Practice Guide.

00:07:17.508 --> 00:07:19.508
[Music]