Data Driven Instruction With A Focus On Differentiated Instructional Strategies

While the data is important the group, judicious use of their time being mindful of faulty inferences is critical. It is important that the group be comprised of members that have been part of data analysis before. This data would include three years of standardized test scores disaggregated by standards, gender, race, and age; the curriculum and pacing guides for all math classes from kindergarten thru ninth grade, and the standards and curriculums for all other subjects that integrate math skills in the

To meet the needs of diverse learners, we must ensure that relevant data is provided to educators. Educators, in turn, will access the information and use it to analyze trends toward district and school goals, monitor learner progress (growth toward proficiency), and differentiate instruction based on student needs. Instructional leaders must have systems in place to provide teachers with a clearer understanding of student data and how to apply that understanding to actionable instruction and interventions. They must also have a system in to monitor the effective use of

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 a teacher, you learn to analyze data to guide your instruction based on your students’ needs. You use data to create and provide interventions that target their learning goals.

Teachers must become aware of their bias and not let them dictate the ability of a student. Personal instinct should not be thrown out of the equation when evaluating students. Teacher experience and training should never be overlooked. However, students must be given ample amount of time to prove their capability. Student progress must be recognized if a remedial group and allowed to change the ability group if warranted. Research has shown ways to

Teachers are able make educated determinations about the needs of students based on data (Lewis, Madison-Harris, Muoneke, & Times, 2010) instead of following the pacing guide given by the school system.

Many penalties include the following “Replace principal, strengthen staffing, implement research-based instructional program, extend learning time and implement new governance.” (Jost 341). Even though No Child Left Behind Act forces all schools to provide a top-quality education to students who are often overseen in America’s public education system. Including students with disabilities, children from low-income families and non-English speakers, as well as all other ethnicities. For the first time in U.S. history, educational progress is tracked separately and required to be shown for each ethnic group in each school, rather than one average for an entire school. Previously, to prove progress, schools could focus on increasing test scores or related data for a small, bright group of students to bring up the average, rather than ensuring that all students are given an equal opportunity at a world-class education. This new law was supposed to close the achievement gap and set higher standard for the overall population of the students. But results have shown that dropout rates have increased tremendously because students are overwhelmed with an over rated state standardized test. Teachers are obligated to teach the content required for students to achieve high test results. A method teachers often us is called the “banking method. As a team of coined by Paulo Fair explained this method as “Education thus becomes an act of

(Shorr, 2003) She mentions that this will be harder not easier however the correct implementation of effective data leads to substantial student progress. Once schools have collected, analyzed and made decisions they need to distribute it to all involved in the school (students, staff, parents, community members, etc). This helps to hold everyone accountable. The more you use and share data the more you will use it, the better you get at collecting and interpreting data to make more effective decisions.

Throughout history, education reformers worldwide have attempted to strengthen the ranks of public schools and find, train, and measure good teachers in a variety of ways. Many states have adopted teacher evaluation systems based on student test scores largely to receive federal Race to the Top grants or waivers from No Child Left Behind. These evaluations are mostly unwelcomed by educators nationwide, due to the unfair and ineffective consequences that have resulted from the evaluation systems.

In America today, it is clear that one size does not fit all when it comes to education. Students come from diverse backgrounds and circumstances, with experiences that shape them as unique individuals with individual educational needs. Educators are tasked with examining students as individuals and determining the best course of action for each student to learn and achieve. The driving force behind designing an educational plan that addresses individual students’ needs is courageous leadership that is willing to implement change. Additionally, educators must consider socioeconomic differences of student populations. Finally, schools must move beyond traditional universal learning and find ways to inspire students through personalized learning plans.

I believe that assessments are vital to generating data in order to inform instruction. To this end both formative and summative assessment instruments must be administered on a regular basis to monitor student academic progress. This enables one to judge the student's academic progress against content standards and make adjustments throughout the year as needed. By differentiating instruction lessons can be adjusted to meet each student's enrichment and remedial needs and each student will be academically challenged at their level. The key to student success is teacher expectations. The more we expect of our students the greater their achievements.

The value-added test provides an objective measure of assessment, emphasizing growth over proficiency. A teacher assessment system which uses value-added measurements captures a holistic evaluation of a teacher’s performance. Meanwhile, a proficiency-based test demonstrates a student’s ability to meet a benchmark on one test—an isolated measure. Value-added measures recognize the need for growth for all students, regardless of knowledge or skill. However, “a system based only on value-added measures would not be helpful for identifying the most effective teachers in a district.” It is difficult to institute a common benchmark for value-added performance, given that student achievement across a district varies and scores are highly unpredictable from year to year. Additionally, students’

Thus, as stayed in Chapter 4, teachers react strongly to suggestions that they accumulate data in their classrooms, and we can ascertain with that. Teachers ought teach content, preserve virtuous classroom management, and answer to students, parents, and administration as thriving as being accountable for state testing. As teachers, we have numerous responsibilities and to aid collecting data on particular students just adds to the stress. Moreover, how can we incorporate data collection into our mundane acts to earn it by utilizing procedure that remain as useful as practical? As many can concur time limitation throughout the day to shuffle in the everyday teaching responsibilities for most instructors. Therefore, we would discern to which

This research methodology is an action plan because the researcher is trying to create a improvement plan in her own school. This will be working with at-risk and special education students in the math classroom and ways to better serve those students using differentiated instruction and technology to help lessen the educational gaps those students have and to raise MAP scores.

Many teachers have no formal training on drawing meanings from data. A brief course on analysis skills and research, although helpful, is not enough; the teachers need a well-defined process, enough time of acquiring guidance and skills from experts over time. Translation of the data into goals, priorities and the strategies demands that data are linked to decision-making processes and school planning, in a way that particular questions are answered, the school goals supported and the problems identified.