Code Red Summary

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

Instruction is no longer a linear process, as knowledge is gained through active engagement-play, direct experience, and social interaction. Students drive instruction as the questions that they pose are integrated into the learning process. Learning is encouraged to take place through interdisciplinary channels. Again, it is not a linear process. Disciplines are integrated to allow children to make connections. Assessment is an important instructional tool because it is progress-oriented. The data derived from formative and summative benchmarks is used to not only measure student progress, but also as a prescriptive measure when remediation is needed. Academic success is no longer viewed as a competition based on recall, memory, and rote means of instruction. Collaboration and cooperative learning are fundamentals for learning. They encourage not only student growth, but also develop life-long social skills.

The reason for the code red operation was an outsider was coming to see the school. So the school had to change from spy stuff to normal stuff. The student that was coming to visit the school was a girl named Macey McHenry. She was a bratty figure and didn’t like to do what people told her to do. The Gallagher Academy was a last resort for her because no other school would take her. Bex and Cammie were the two students who had to show Macey around the school, and they were already getting a bad vibe off of Macey. Macey dressed like she didn’t care and she had no respect for the school. When she found out the school had no cell service Macey was out, but that changed when she saw Mr. Solomon and how “hot” he was.

The sub-standards for data evaluation 6(L) and 6(C) address educators understanding how to analyze testing data and make appropriate plans of action based on results for the student’s educational needs. The unit plan required me to build charts and comprehend data that was given in a chart. From evaluating created bar graphs with data I was able to analyze the material and comprehend what the child’s needs are. This allowed me to compare different groups of students and compare the results of select groups next to one another. As for guiding learners to be able to examine their own performances and peer performances with sub standards 6(F) and 6(M), the students will use peer assessment and self-assessment to evaluate their progress. The students will use questions providing in a rubric to help lead the students to assess one another. This will guide the students on setting their own goals by evaluating themselves and by helping

With student learning and achievement being the priority in education, this era of accountability and high stakes testing puts a great deal of pressure on an educational leader. Therefore, learning about data driven decision-making (3D) added another valuable tool to my leadership repertoire. Because students need to be prepared for working in the 21st century, incorporating technology into the classroom as well as using it for data purposes is a must. As I strive to close the learning gaps for students, discussing and analyzing data will be the norm. One important note learned about 3D is that it is more than just numbers and test scores. Many variables affect student grades, and as educators, we must get to the root cause of the problem, and this can be accomplished by using 3D and collaborating with fellow teachers and leaders to assess instruction and provide feedback.

Data supported instruction is information that is derived from homework, small group conversations, classwork assessments, oral responses and every other classroom interaction. Data is not the annual review, but it is a whole approach to teaching. Data helps teachers understand their students. It is with this information that an educator can create and teach their lessons. The more information a teacher is able to obtain, the more beneficial it is to her. Data supported instruction provides a snapshot of what students know, what they should know and what can be done to meet their academic needs.

However, to use the data more effectively in identifying the weaknesses and improving student learning, the team proposes the plan for teacher’s data literacy training. The administration selects the PLC data team and the coach is assigned to train teachers to acquire necessary skills to interpret and use data in the most meaningful way. The training will help teachers to increase the understanding and gain skills necessary to analyze the assessment results and implement better instructional strategies to improve students’ achievements.

According to an article, Using Student Achievement Data to Support Instructional Decision Making, one way to do this is to “establish a data team that will clarify and guide the school’s vision for the most effective use of data,” (p.34, 2009). The district put together a data team made up of a general and special education teachers, along with an administrator. This team would use the data to create professional development for the staff in the areas where the most need was seen. Clear guidelines were set to determine how the data would be used. The rules stated: " Do not use data to punish the teachers or schools, do not use data as an excuse for a quick fix, use data that is meaningful to teachers, give teachers autonomy in responding to data, look to improve practice; do not blame students or their circumstances, and there are no secrets; we share data so we can share solutions and improve” ( Love, p. 111, 2009).The team was given extensive training on how to use the data in a way where the entire staff could be involved and feel comfortable. The data team made all the data available to the entire staff and even broke it down several different ways, so that it could be viewed in a disaggregated way. They used collaboration to look at the data and determine where the most significant needs were and changes to the instruction were

Formative feedback is an instructional technique to inform the student of their progress and what the next steps to learning look like. Formative assessments are used to collect the evidence, which will measure student growth and provide valuable information to both the teacher and the student. As the unit progresses formative assessments should be used to make instructional decisions to meet student’s needs. The collection of formative data provides a clear picture of the student’s ability and can be used to directly respond to the students needs (Rea-Dickins, Gardner, 2000). Though formative feedback and formative assessment are essential to the learning process it is often left to the side, as a forgotten piece of the puzzle. To carry

This teacher friendly book focuses on what types of information common formative assessments can provide and how these assessments can provide timely data to help differentiate instruction (Ainsworth and Viegut, 5). What made this resource different was its “team” approach to assessment, which ties in nicely to my districts policies on assessment. The authors stress the importance of using data teams made up of professional learning communities, usually departments to create specifically designed assessments that address the same content by standard. The book also provided a very helpful revised instruction assessment model with data analysis which showed the steps of pre-assessment, analysis of results, differentiating instruction, teaching, monitoring, reflecting and adjusting, re-teaching and finally post assessment (Ainsworth & Viegut,

Data-driven instruction in schools is a developing practice across school districts with minimal rigorous research conducted necessary to build generalization of studies to practice. Datnow, Park, and Wohlstetter (2007) carry out a study with the intent purpose of creating a reference document for districts and schools wanting to create a data-driven culture. The study examines two mid-size urban school districts as well as two nonprofit charter management organizations, that have sustained performance driven school systems and has improved student achievement over time. The qualitative case study summarized the key strategies of performance-driven school systems, including: “Building a Foundation for Data-Driven Decisions Making, Establishing

Educators are faced with mounting pressures of accountability and the constant quest for meaningful ways to identify various types of critical data sources, how to collect and analyze data properly, and most importantly, at the core of educator focus, is how to use the data to improve instructional outcomes for overall effectiveness (Monsaas & Engelhand, 1994; Wise, Lufkin, & Roos, 1991; Lane & Stone, 2002; Wayman, Midgely, & Stringfield, 2006; Shen & Cooley, 2008). In response to more rigorous accountability demands, educators are increasingly required to initiate changes in instructional practices and to elevate student achievement (Wise et al., 1991; Monasasa & Englehand, 1994; Halverson, Gregg, Prichett, & Thomas, 2005; Kerr, Marsh,

As an administrator I intend to use data from not only students to help improve student learning, but I intend to use data to monitor teachers and instruction. An example would be using data to monitor and see if technology is used in a classroom for instruction and if that technology implementation supports the student learning. I would look at data from standardized testing to see areas of weakness or strength and see if I can tap into teachers’ strengths and support areas of weakness that appears in the data. Data is essential to monitoring and improving student learning. According to Kowalski et al. (2008) data-based decision making is “the process of compiling, reviewing, sharing, and using data to assist in improving schools, particularly, enhancing student achievement” (Owen & Valesky, p. 312).

Teachers frequently use various assessment methods to evaluate students' academic growth and progress. However, these same teachers may or may not be using data to drive their instructional decisions. Gathering and analyzing data without action is counterproductive. As an instructional facilitator, I provide professional learning opportunities that help teachers feel confident about analyzing, interpreting, and using data as a basis for improving student achievement through effective pedagogy. Using the cycle of inquiry approach, I

At the onset of course study, I identified a course goal to pursue through the study sessions. That initial goal was to improve in the area of collecting data about my students in order to guide my attempt at differentiated instruction. To determine if I succeeded in my course goal, I cited the need to implement and practice key concepts presented during the course. The purpose of collecting both types of data (student and teacher) was to juxtapose the measurable data and use the information to identify differentiated instruction techniques which suited my style of teaching and my teaching situation. Based on the outcomes of practicing differentiated instruction within my classroom, I determined that the most important considerations a teacher