Yvonne-Nicole Maisel de St. Croix
Governor’s Teachers Network
March 2015
Transformative
Pathways:
STEAM, Data,
Differentiation, & GTN
The purpose of this session is to support and motivate
educators in the incorporation and implementation of
effective and purposeful data-driven differentiation practices.
Purpose of Session
Spectrum of Understanding:
“High Impact instructional leaders
believe that success and failure in student learning
is about what they, as teachers or leaders, did
or didn’t do”- John Hattie
Hard work beyond the "what" questions requires
realignment.
How do we get there from here?
Some of the verbiage it takes to become a
champion:
Research Action Garden
Essential Questions1.How is student data currently
being utilized to direct differentiation in student
instruction?
2.What data sets are most effective in regard to educators designing
differentiated student instruction?
Essential Questions3. In what ways may person knowledge, task knowledge, and strategy knowledge be applied in the content area classroom to demonstrate effective delivery of data-
driven instruction by educators?
Essential Questions4. Can methods of
instructional delivery based on relevant data impact
student learning in a positive, productive way? How may these results be
measured?
Action Research PlanPre-assessmentMeet with educators
collectively to discuss term differentiation, evidence of
differentiation, and obstacles to differentiation
Educator SurveysHow differentiation is currently being used to guide instruction
How data is currently being used to guide instruction
Educator Survey Example
Variables regarding the use of data to driven differentiation to
instruction include:
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness Operational Norms
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculum
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculum
Student-readiness
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculum
Student-readinessClassroom management
Variables regarding the use of data to driven differentiation to
instruction include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculum
Student-readinessClassroom managementAdministrative support
Variables regarding the use of data to driven differentiation to instruction
include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculumStudent-readiness
Classroom managementAdministrative supportTeacher collaboration
Variables regarding the use of data to driven differentiation to instruction
include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculumStudent-readiness
Classroom managementAdministrative supportTeacher collaboration
Time management by educators
Variables regarding the use of data to driven differentiation to instruction
include:
Teacher-readiness Operational Norms
Teacher-openness to differentiate curriculumStudent-readiness
Classroom managementAdministrative supportTeacher collaboration
Time management by educatorsMisconceptions regarding differentiation
How do we know the readiness level of our
educators?Data-driven
Differentiation Session Topics
Survey
Survey 2
Results
How vision and data connect:
Without a clear vision for data-driven decision making, data use can foster
inequity.
Fair is not always equal
The shift from deficit perspectives to asset-
based approaches should be at the heart of any school improvement
effort.
Data-driven instruction beginning of year evaluation
- types of data being used to design instruction
- how data is gathered at the start of the year
- how data is interpreted by educators- how data can be applied to differentiation
in regard to objectives (per unit of study, yearlong)
GTN Action Research Findings
GTN Action Research Findings
Step 1: Cultivating Relationships
These are some of my initial considerations for
modeling coaching strategies
Whole Group InstructionData Conversations
Working with Classroom Data: A Snapshot
Objective 1Participants will analyze how
multiple data sets can be effectively used to strengthen
classroom instruction.
Formative Assessments and Summative Assessments
These findings led me to consider:1.The use of summative data should
be integrated into the practice of flexible grouping.
2. Summative data should be evaluated and pre-assessments of student learning should be occurring to mitigate the time-consuming practice of re-teaching concepts.
Objective 2Participants will synthesize data
into creative curriculum approaches.
Crafting Purposeful, Differentiated Instruction
Data should be employed and referenced in both the
design and implementation of assessment, and those data sources should be
reviewed and analyzed for validity and reliability.
There must be purposeful design on the part of the educator that
supports the practicality of assignments, but also a
relevance that recognizes student-centered, differentiated
assessment practices.
Data-driven instruction development
Design Common Core and/ or state standards aligned lesson plan
based on current instruction that has been modified to demonstrated data-driven differentiated practices
Individual Teacher-Student Conference
Formative Use of Summative Data Student Conferences
Instructional Elements1. the educator’s pre-conceived ideas of how the lesson will go
upon delivery with differentiated modifications 2. relevant CCSS or state standards alignment3. evidence of differentiated instruction4. sequenced steps in the lesson plan5. teacher generated materials and materials list6. formative samples of student work7. educator’s reflection of content delivery
Ongoing Professional Development
1. Formative and Summative Assessments
2. Tiered Questioning3. Higher-level Questioning Skills4. Cluster grouping
Consistent Conversations
Collaborative ConversationsEducator Responses
Objective 3Participants will evaluate how STEAM
integrates into classroom practices.
Writing HeartbeatSample Writing Heartbeat Survey
Results
For individual students, summative test results
can:• Initially identify various needs of
exceptional students;• Pinpoint specific problems of learning and
development; and,• Provide a useful supplement to the
classroom teacher’s measures of academic progress.
For individual students, summative test results
can:• Efficiently describe an individual’s learning
abilities and levels of achievement;• Guide modifications or adaptions of
instruction to meet individual needs; and,• Identify general areas of strengths and
weaknesses.
For groups of students, summative test results
can:•Provide a good indication of general ability levels prior to instruction; and
•Be used to establish reasonable classroom goals.
For groups of students, summative test results
can:• Help shape the nature of instruction and supplemental instructional materials;
• Identify areas of instructional strengths and weaknesses across classes, grade levels, or school buildings; and,
• Provide one source of data about the effectiveness of instruction
(Mertler, 2007).
Authentically Facilitating Student Engagement
1. Give up absolute control of the lesson content
Authentically Facilitating Student Engagement
2. Valuing student engagement over
convenience
Authentically Facilitating Student Engagement
3. Respecting indivudal student interests through flexibility,
resourcefulness, sensitivity to student needs, and a deep understanding of content
Authentically Facilitating Student Engagement
4. Admitting you do not have the market
cornered on knowledge
Authentically Facilitating Student Engagement
5. Develop healthy relationships with learners
Source: Powell, M. (2013). 5 Ways to Make Your Classroom Student-Centered. Retrieved from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Authentically Facilitating Student Engagement
All By My Selfie
Action Research ConclusionsResearch supports professional development that:
• Provides opportunities for active, hands-on learning.• Enables teachers to acquire new knowledge, apply
it to practice, and reflect on results with colleagues.• Is collaborative and collegial.• Is intensive and sustained over time.
Source: Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53
Educators can and should be the architects of their own professional
development.
That being said, educational leaders need to demonstrate transformational
leadership by pre-assessing the individual and collective needs of an
educational organization.
Next Steps:Develop professional
developments incorporating active, data-driven authentic
learning experiences from local best practices
Next Steps:Facilitate crosswalk
conversations among grade levels involving multiple stakeholders to produce
targeted objectives
Next Steps:Encourage and incorporate educators from outside core
content areas in crucial conversations regarding best differentiation practices and
data usage
For all transformational leaders…
• Have an unwavering vision and know what you believe
• Share your vision (over and over and over)
• Change is hard• Professional learning is the key
Resources for principals:
• Using Student Achievement Data to Support Instructional Decision Making
• Principal's view of data driven instruction
• Schoolwide Enrichment
Thank you for your time and consideration!
Yvonne de St. CroixGovernor’s Teacher Network
http://gtnpd160.ncdpi.wikispaces.net/District-+or+State-Level+Presentation
ReferencesDarling-Hammond, L. & Richardson, N. (2009).
Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53
Mertler, C. A. (2007). Interpreting standardized test scores. Thousand Oaks, CA: Sage Publishing.
Powell, M. (2013). 5 Ways to Make Your Classroom Student-Centered. Retrieved from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html