1.3 Use of student data

1.3   Use student data to guide planning

This standard requires the teacher to carefully examine student achievement data prior to selecting the lesson objective.  How does the teacher know that the students are ready for this objective?  Likewise, how does the teacher know that the students haven’t previously already mastered this objective?

A.      Lesson design guided by data

Considerations for Practice at Level III

• Use data specifically linked to the learning goal.  Although data from the latest CST, benchmark assessment, or report card is meaningful to an extent, it doesn’t really answer the question: Are students ready to master this new objective?  Consider how students performed on yesterday’s exit slip, recent daily assignments, or the most recent lesson or chapter assessment.
• Cite the data for your English Learners.  How many do you have at each of the five levels?  You will need to plan support for your level 1s and 2s that is different from the support you offer to your level 3s.
• Do you have any resource students?  If so, plan how you will support them.
• Don’t include in your supports any strategies that will be offered to the whole class, such as powerpoint notes or graphic organizers.  List only those strategies that you are using specifically for special groups.
• Grouping should be strategic for this particular lesson.  Research suggests that heterogeneous grouping is more effective for middle and low achievers.

Considerations for Practice at Level IV

• Students need opportunities to self-assess their own data.  Share the data with them.  Include CSTs, benchmark assessments, report card grades, CELDT levels in listening, speaking, reading, and writing.  Based on this data, students should set a personal learning goal for the lesson, chapter, or unit.  Based on their own data and personal learning goal, students should make choices about what they still need to learn or what steps they still need to take to meet their learning goal.

Resources

Charlotte Danielson, Implementing the Framework for Teaching in Enhancing Professional Practice

• This is the framework on which the TCRP Framework for Effective Teaching is based.  See pages 53-69 for ideas about gathering data on students’ knowledge, skills, interest, and cultural background that you can use to establish objectives.

ASCD Online Course: English Language Learners in the Mainstream

• This online course aims to prepare teachers to work more effectively with English language learners in mainstream classes.  Among other goals, participants will learn how.   In this course, you’ll examine the main characteristics and types of content-based instruction for English language learners. You’ll see how teachers balance the dual focus on language and subject matter and learn about a helpful framework for designing content-based courses and lessons. You’ll also consider different criteria for choosing and developing the content taught, as well as factors influencing the choice, development, and adaptation of materials.  www.ascd.org/professional-development/pd-online.aspx.

Marzano, Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement

• Refer to chapter 8 for ideas about students setting their own learning goals.