Private and Parochial School Newsletter October 2015

Using Data-Driven Decision Making to Transform
Teaching and Learning
Building the capacity of teachers to adopt a systematic process for using school-wide is the key, Author Sharnell Jackson explains:

Using formative school-wide assessment data to transform the teaching and learning process requires teachers to become data literate and the adoption of a systematic process for using data to provide evidence for instructional planning to meet the individual learning needs of students.
The benefits of data-driven decision making are:

• Sharing effective practices
• Using assessment for learning in planning instruction
• Identifying learning gaps
• Facilitating Student goal-setting
• Engaging teacher dialogue focused on a data-driven inquiry process that personalizes student learning needs

Teachers should consider adopting a systematic process for using school-wide formative assessment data that is frequently and systematically collected. It provides evidence to inform next instructional steps and improves their ability to identify student-learning needs and effectiveness of interventions.

Good teachers are constantly assessing student learning in both formal and informal ways, and all of this information can count as formative data. The idea of an inquiry cycle is important because using data to answer a specific question often leads to further questions. The three steps in the cycle are to:

(1) Collect and prepare a variety of data about how students are learning or not;
(2) Interpret the data and develop hypotheses about how to improve student learning; and
(3) Modify instruction to test those hypotheses. 

A systematic data inquiry process begins and ends with a principal’s vision for school-wide data use to include:

• Establishing – school-wide professional learning
• Defining – critical teaching and learning concepts
• Developing – action plan goals which are attainable, measureable, and relevant
• Providing – guidance on using data to support the school vision

The reason I emphasize the need for a clear vision for school-wide formative assessment data use is because effective use of data depends on everyone in the school being involved with and supporting evidence-based decision making to improve instruction and student learning.

Because teachers do not work in a vacuum, it is important to develop shared habits, vocabulary and expectations for data use. It is likely to be helpful for schools to adopt a written action plan that reflects the opinions and experiences of teachers and school leaders such as principals and curriculum coaches.

You should consider creating a data team with representatives from various groups to provide input into decisions and to serve as a liaison between staff and district leaders who are responsible for putting data systems in place.  

And of course leadership is critical and can be shared among principals, coaches, and/or other members of the data team. Support for school-wide formative assessment data use is critical; these supports include human and financial resources as well as time.

A school-based facilitator should be available to help educators interpret and use data on a regular basis. 

One of the concerns I often hear from teachers is a lack of time to review data both alone and in collaboration with colleagues. Time should be scheduled during the school day or after, and the schedule should be designed to facilitate the necessary types of collaboration such as grade-level or cross-grade teams.

On-demand blended professional learning focusing on school-wide formative assessment data use should be provided throughout the school year.

The biggest hurdle for teachers is not learning new approaches to teaching but implementing them. You can accelerate students' learning needs by:

• Building the human capacity of teachers to use formative assessment data
• Adopting a sustainable data analysis framework, data driven tools
• Incorporating blended learning environments to enable students of all abilities to enjoy learning at their own pace, path, place, and time.

Data-driven decision making is not a passing fancy and is here to stay. Without data there is no evidence to inform instruction and meet every student-learning need.

Private and Parochial School Spotlight

Is your school a leader?  Do you have a great success story you’d like to share? Tell us about it and you could see your school featured in a future edition!

Professional Development Corner

Have Students Write To Communicate Solutions
Adapted from Modeling With Mathematics by Nancy Butler Wolf

At the conclusion of the class period, ask students to summarize their work and explain their mathematical reasoning. Then, analyze their writing to determine solutions.

Here is an example of a specific Q&A analysis:

This brief analysis of the written description helps clarify what the student understands and what he or she is still confused about. This information helps to inform further instruction.

Instead of relying solely on numerical solutions, asking students to write can identify areas of confusion that teachers may miss otherwise.

Wolf, Nancy Buter. 2015. Modeling With Mathematics: Authentic Problem Solving in Middle School.

The Heinemann Teacher Tip app is a free download.
iPhone app: https://itunes.apple.com/it/app/id898201475
Android app: https://play.google.com/store/apps/details?id=com.heinemann.teachertip

Product Spotlight

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Watch this video to see how Math in Focus is motivating students and changing math classrooms at St. Stephens & St. Agnes School in Arlington, Virginia.

Financial Resources to Help Your School Excel
Featured Grant—The  Dr. Scholl Foundation Grant

The Dr. Scholl Foundation was established by William M. Scholl, M.D., in 1947. It is a private, independent grant-making foundation for charitable purposes. In general the Foundation guidelines are broad to give them flexibility in providing grants. Applications for grants are considered in the following areas: Education, Social Service, Healthcare, Civic and Cultural, and Environmental.

Average Amount: $5,000 – $25,000

Apply online here.

Monthly Poll

Last month’s poll results: What are your education goals for this school year?

This month’s poll: Are you a Private and Parochial School History buff? Test your knowledge with our exciting new quiz. See how you rate instantly!

Exciting News!

Seeking Curiosity Seekers. Are you Curious?

We founded the HMH Curiosity Community on the idea that quality content supported by good communication and intelligent discussion can enrich our understanding of ourselves and our world. Membership is free and you can choose to participate as often as you like. It all depends on what interests you. Become a Curiosity Seeker and experience our commitment for yourself.

Learn more.

Special Offer—45% off Specially Selected Classroom Library Sets

HMH has a long history in developing a lifelong love of reading by publishing rich literature and bringing to life unforgettable characters.  We continue that tradition and our vision to inspire curiosity through literature by bringing educators a collection of specially selected Classroom Library Sets of our most popular titles at an affordable price.

Take advantage of this special offer.

HMH Curious Classroom Contest

Have you created an innovative tool or lesson that engages and inspires students? Or an original and effective digital resource that motivates learners to go above and beyond?

Winners of this contest will receive new technology and resources for their classrooms! Submit your video entry by October 31, 2015.

Upcoming Events

• 10/18-21—NCEA Catholic Leadership Summit, Atlanta, GA
• 10/18—School of Advanced International Studies (SAIS) Annual Conference, Atlanta, GA
  
• 10/19—Diocese of Lexington Professional Development Day, Lexington, KY
• 10/21-23—South Carolina Ed Tech Conference (SCAET), North Charleston, SC
• 10/22—HMH Education Leadership Summit, San Jose, CA
• 10/27-30—South Carolina Title One Administrators Meeting (SCATA), Myrtle Beach, SC
• 10/30—Diocese of Rockville Centre Teachers’ Conference, West Islip, NY
• 11/4-6—Georgia Education Technology Conference (GaETC), Atlanta
• 11/2— Georgia Independent School Association (GISA), Johns Creek, GA
• 11/6—Columbus Diocese Gala Celebrating Catholic School Virtues, Columbus, OH
• 11/9—Conference for Administrators of Independent Religious Schools (CAIRS), Albany, NY
• 11/10—Teachers Institute of the Diocese of Norwich (TIDN), Norwich, CT
• 11/11— Annual Yeshiva Day-School Day of Learning, Lawrence, NY