Data-Driven Instruction

ED 6380 - Spec Topics in Ed Tech

In recent years, data has become an integral part of the education system. Data-driven instruction involves using data to make informed decisions about teaching and learning. In this blog, we will analyze how the process of interim assessment, analysis, action plans and revised action plans and the development of a school data culture are utilized to implement a data-driven process.

However, one of the most frequent objections that we hear from the nay-sayers to this data-driven instruction, is that it may lead to a focus on assessment, which could result in developing teaching strategies focused on preparing students for standardized tests. In other words, data-driven assessment may incentivize teachers to select between teaching students or simply using teaching to prepare students for their final standardized tests.

In order to avoid any major issues, schools' interim assessments require that they be rigorous with a defined end goal where expected student outcomes are understood by students and schools' interim assessments are also aligned to what has been predetermined that students need to learn. If done correctly, the results of these preparations will result in a successful learning experience for students. Therefore, as teachers effectively define the expected outcomes, such as learning basic algebra because this will be in the STARR’s test, for example, then shouldn’t teachers be teaching students to master basic algebra so they can successfully demonstrate this in standardized testing scenarios, as well as part of their life skills tool kit?

If one thing is certain, this country’s standard of high achievement, is it not measured by how well students do in the STARRs, SAT, ACT, GRE, LSAT, etc., a lesson that we should not walk over but fully embrace and take into full consideration and ownership of the results. Students will face multiple challenges taking these “standardized tests”, whether it is to finish their senior year in high school or to enter the university of their choice, these final standardized tests or assessments are a reality of the real world we live in today. Therefore, as educators, we must accept the challenge and prepare students to be successful in whatever they decide to do or be qualified to do in the real world. If students are not prepared to take these standardized tests or assessments, then they have not been properly prepared with what they need to have learned to be successful in the world. In closing, data-driven instruction should not be about teaching students to pass a standardized test, but rather teaching students the varied skills that will allow them to be proficient in taking these tests, and thus open the door to them so they can thrive in their chosen careers and be successful in their profession and maybe make a difference in the world.

Also, Bambrick Santoyo (2010) in chapter 3 cites that “all the gathering of information and data-driven instruction is worthless unless that information is employed in the classroom and unfortunately, further complicated because data-driven instruction often gets misrepresented as a numbers game akin to accounting. Also, as further cited in Chapter 3, what is completely missing from this representation is the impact this approach has on the students themselves. Therefore, it is key that actions be implemented correctly (action plans must have the end-goal in mind) so the expected benefits are derived, and students can understand how their learning is improving.

Effective action plans must be aligned with rigorous interim assessment and data analysis, but only, as implied by Chapter 3 (Bambrick-Santoyo, 2010), “school believes it has room for improvement. Furthermore, if the action plan calls for a continuation of the status quo, then it would be a waste of time and resources to implement more of the same plans as they will not yield different results. Therefore, another important facet of doing action planning is consistent with focus and purpose in mind, not just for the sake of planning.” Also, action planning needs to include a precise implementation table that includes “a well-defined action plan, otherwise if it will not be on a teacher’s calendar, the chances for implementation may be overlooked or not done timely.

The article written for The Main Idea, titled Drive by Data: A Practical Guide to Improve Instruction by Bambrick-Santoyo (2010), emphasizes the importance of following a multi-step strategy process to ensure the effective implementation of an effective interim assessment process that is data-driven: (1) Re-write and tighten objectives (2) Do Nows (3) Differentiation (4) Ongoing Assessment (5) Peer-to-Peer Support (6) Homework (7) Outside of the Classroom and (8) Increase Rigor Through the Lesson. These bulleted guides are but mere recommendations and reminders to teachers that when doing their follow-up on the interim assessment action plan, they will be intentionally determining student attainment of expected outcomes or mastery of the established teaching goals.

Finally, as part of this action plan in the data-driven instructional process, aside from the teacher follow-up, if students are having trouble mastering the concepts or achieving the end-goals of the lessons, the Lead Data Meetings with school leadership take on an even more important role in this process. These Lead Data Meetings facilitate crucial discussions between teachers and leads that are part of the assessment results. The meetings provide insightful and often enlightening analyses of student performance over time, leading to targeted interventions and realignment by teachers.

This also creates a cultural shift from focusing on what is taught by the teachers to what students have learned and teachers, who participate in these data meetings start to take ownership of the assessment and analysis instructional process that leads to more effective action planning and resulting in greater student improvement. Data meetings become the cornerstone for the improvement of teaching and learning outcomes, totally based on evidence and analysis of data collected. In conclusion, professional development is an essential component for teachers and school leadership, when it comes to implementing data-driven instructional practices successfully in the classroom and across the entire school. 

The concept of “developing a data-driven culture” in the instructional process is vital. School leadership must take the lead, market, and inspire if they will succeed in selling this innovative interim assessment and instructional process. When done correctly, school administrators are in a leadership role and have the authority to align the entire school to embrace the changes necessary to take on this new instructional teaching and new learning system. According to Abrams et al. (2016), the nature and extent of teachers’ data use varied according to several factors, including school level (elementary, middle), subject, and, to some extent, their personal beliefs about data use. However, a school data use culture emerged as a primary factor in teachers’ data use and accounted for differences across subject areas and school-level data use practices. Therefore, data culture in schools plays an essential role in how teachers implement action plans derived from interim assessments and analysis.

Additional Resource:

I selected the North Star Academy Charter School of Newark, NJ an inner-city middle school whose students were failing in almost all subject areas. The topic also embodies the question, “Why do I need to learn more about it?” because of the school's success under the then-new leadership in 2003. The case study narrates North Star Academy Charter School of Newark, NJ, and its success in implementing Data-Driven Instruction. But while their story is incredible, I wanted to explore the implementation of a data-driven interim assessment and its sustainability and researched information about the school and how it is doing academically today. (Explore North Star Academy Charter School of Newark in Newark, NJ, 2024)

If data-driven instruction is considered the ultimate solution for improving student learning, I would like to understand the concept of instruction along with all the other factors that we know provide students with a well-rounded education. This middle school for almost a decade was one of the top academic schools nationwide, so how and why did it revert to what it was before 2003?

Recommendation: Additional Resource

Data in the driver’s seat. (2021, June 29). ASCD. https://www.ascd.org/el/articles/data-in-the-drivers-seat

Explore North Star Academy Charter School of Newark in Newark, NJ. (2024b, January 29). GreatSchools.org. https://www.greatschools.org/new-jersey/newark/3339-North-Star-Academy-Charter-School-Of-Newark/

References

Abrams, L., Varier, D., & Jackson, L. (2016). Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction. Perspectives in Education. https://doi.org/10.18820/2519593x/pie.v34i4.2

Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to improve instruction. http://ci.nii.ac.jp/ncid/BB16404484

Explore North Star Academy Charter School of Newark in Newark, NJ. (2024, January 29). GreatSchools.org. https://www.greatschools.org/new-jersey/newark/3339-North-Star-Academy-Charter-School-Of-Newark/