Using Timely Data to Improve Instruction

Definition: Timely Data to Impact Instruction

As technological advances make the collection of data more efficient, inexpensive, and potentially valuable to the educational process, the timeliness of this increasingly large, diverse, and sometimes complex body of data being collected, archived analyzed and used at all levels of the educational system is essential.

Contributing factors to SWD performance gaps

The sometimes difficult, time consuming data collection processes coupled with a lack of organization or analysis protocols can limit the ability of educators to use data to diagnose educational problems, track trends in performance over time, or improve the effectiveness of schooling and teaching. Timely data to impact instruction for students can intersect with efforts to improved outcomes in a number of ways. Here are just a few examples:

• Maintain a robust, accurate, and comprehensive representation of access.

• Inform and improve the delivery of instruction by offering information about the distinct learning needs, academic progress, and educational achievements of students.

• Inform or improve various student-support strategies or systems.

• Track trends in educational performance.

• Identify problems or weaknesses in educational performance of students, teachers, schools, or districts for the purpose of improving academic achievement, teaching effectiveness, or educational results.

Example Action Step

Making data available in a timely fashion to impact instruction is a priority for purposeful instruction to occur. Schools and districts can build an offensive line against distractions like, for example, operations that are a further degree from impacting student achievement than timely data. Designing actions such as designating an operations leader or building an operations team to delegate tasks keeps the focus on meeting the needs of every student. In the classroom, incorporating timely data within planning allows opportunities to plan ahead for the needs of all students.

Resources
Articles

• Advancing Formative Assessment in Every Classroom_Ch1and2.pdf
• ClassroomAssessments_Strategies_AdjToInst.pdf
• ensuring-accuracy-wp.pdf
• February 2015 - Effective Leadership.pdf
• getting to the core of learning self monitoring and self regulation.pdf
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• The Power of Feedback.pdf
• Using Student Achievement data to support instruction.pdf
• Using_Formative_Assessments_to_Improve_Student_Achievment_in_Core_Areas.pdf
• WILIAM What is formative assess - Strategie of ditto.pdf
• Student Achievement_best practices for better schools.pdf

Media

• Andreas Schleicher-Use data to build better schools.pdf
• Are Students Learning What Teachers are Teaching?.pdf
• Assessment for Learning Dylan Williams and Marnie Thompson TED ED.pdf
• Dylan Williams Classroom Experiment.pdf
• High School Formative Assessment Video.pdf
• Jeff Edmondson-The Key to Ed Improv- Data and How We Use It.pdf
• Unpacking Formative Assessment.pdf

Tools

• 5Dimensions of Teaching and Learning_framework_v4.0.pdf
• 10. DO Critical Question 2 FP 1.pdf
• 15. Reflect Critical Question 3 FP 2.pdf
• 16. Reflect Critical Question 3 FP 4.pdf
• 17. Reflect Fundamental Practice 6.pdf
• 18. Reflect Fundamental Practice 8.pdf
• 19. Reflect Fundamental Practice 10.pdf
• Reflect Critical Question 3 FP 3.pdf
• Simulation Timing Guide.docx
• Decision Rules Matrix.pdf
• ICEL RIOT Matrix.pdf
• Instructional Coaching Diff Support.docx.pdf
• Plan_assess_evaluate_school_examples.pdf
• Pressing for Evidence.pdf
• The Unpacking_Planning Template.docx
• Accessing EDSTATS.pdf