Embedded Files
Overview
Overview
Using Data means gathering, analyzing, and acting on information about student learning to make better decisions. It’s not just about big benchmark scores — it’s about noticing trends in daily work, formative checks, and feedback loops so teachers can adjust instruction and support students where it matters most.
🎯 Why It Matters
🎯 Why It Matters
Makes teaching more targeted and efficient
Helps identify learning gaps before they widen
Supports flexible grouping and personalized supports
Anchors PLC conversations in real evidence, not guesswork
Builds a culture of continuous improvement for teachers and students
Data is not about spreadsheets — it’s about knowing what kids need next.
🧠 Strategy Checklist
🧠 Strategy Checklist
🔹 BEFORE THE LESSON
☐ Gather recent data: exit tickets, formative checks, quizzes, conferencing notes
☐ Look for trends: Who’s ready to extend? Who needs more support?
☐ Plan flexible groups or tiered tasks accordingly
☐ Communicate goals with students so they know how they’re progressing
🔹 DURING THE LESSON
☐ Use real-time checks to confirm or adjust groupings
☐ Take notes on student progress as they work
☐ Confer with students individually or in small groups
☐ Adjust tasks, supports, or pacing based on what you see
🔹 AFTER THE LESSON
☐ Analyze exit tickets or other evidence for patterns
☐ Use a simple system to track progress over time (checklists, color coding, digital tools)
☐ Bring student work or quick data trends to PLCs — ask: What does this tell us?
☐ Plan next steps: reteach, enrich, regroup
☐ Share progress with students — they should own the data too!
👀 Look-Fors
👀 Look-Fors
Teachers consistently gather and use current evidence of learning — not just grades
Data drives flexible grouping, intervention, or enrichment decisions
Students know where they stand and can talk about their progress
Teachers collaborate and share data with each other to improve practice
Data is used for action — not just for compliance
📈Continuum of Practice
📈Continuum of Practice
FOUNDATIONAL
Teacher:
Teacher looks at summative grades but does not use daily data to adjust teaching.
EMERGING
Teacher:
Teacher gathers some data but may not use it systematically.
PROFICIENT
Teacher:
Teacher regularly gathers, analyzes, and acts on current data; adjusts instruction in real time.
TRANSFORMING
Teacher:
Teacher uses data cycles flexibly, collaborates with colleagues, and supports students to analyze and act on their own data.
Student:
Students get grades too late to improve.
Student:
Students receive feedback but may not know next steps.
Student:
Students get timely support and know how they’re progressing.
Student:
Students own their data, set goals, and help plan next steps with teacher guidance.
🗃️ Structures
🗃️ Structures
CLASSROOM-LEVEL
Use student learning data to make real-time decisions about instruction.
Check for Understanding Logs: Track patterns in exit tickets, student responses, or whiteboard checks
Conferring Notes: Keep running records of student strengths, needs, and next steps during small group or 1:1 conferences
Error Analysis Protocols: Identify trends in mistakes to guide reteaching or scaffolding
Color-Coded Mastery Charts: Visual trackers to monitor which students have mastered which skills
PLC & TEAM DATA
Collaborate with teams to analyze common assessments and plan for responsive teaching.
Data Protocols (e.g., ATLAS, Looking at Student Work): Structured ways to analyze data without jumping to conclusions
Kid-by-Kid Discussions: Identify students who need Tier 2 or Tier 3 support
Pre/Post-Test Comparisons: Evaluate effectiveness of instruction by comparing growth
Instructional Strategy Analysis: Compare data between classrooms and reflect on strategy effectiveness
STUDENT-INVOLVED
Empower students to track and use their own data to make informed decisions.
Goal Sheets + Progress Graphs: Students record and track mastery or fluency over time
Data Reflection Sheets: After an assessment, students identify what they did well and what they’ll improve
Portfolio Reviews: Students select samples that show growth and explain their progress
Conferencing with Data: 1:1 or small group chats to review trends and set action steps
SYSTEM-LEVEL
Use school or district data to inform instruction, resource allocation, and support systems.
Benchmark/Data Wall Reviews: Map progress over time and identify patterns by subgroup, standard, or tier
Early Warning Indicators: Use behavior, attendance, and performance data to identify at-risk students
Tiered Intervention Data Trackers: Monitor intervention entry, exit, and progress
Leadership Data Walks: Regular check-ins with instructional teams to examine progress on school goals
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