Making sure the most accurate information regarding student needs and instructional strategies is bestowed upon the classroom teacher is the ultimate goal of data-driven decision making. Dr. Scott McLeod emphasized the importance of using a variety of assessment data and student indicators to determine the academic achievement for students (2005). At Mandarin Oaks Elementary, data from the Florida Standards Assessment (FSA) is used to determine school grades and assists with driving the school improvement plan. Students results for reading and math are utilized to calculate our students’ proficiency rates, determine student gains from the previous year to the present, and identify the bottom quartile students who made academic gains based
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On the third page, it states, “Remembering the Pareto Principle that 20% of activity causes 80% of results is critical at this stage of the DDDM process” (McLeod, 2005). After researching this term, I learned that the smallest amount of efforts or inputs produces the most results. If you focus on just a few goals, you will obtain more success. McLeod recommends teachers to “work toward only a few key instructional goal areas each year” (2005). Conzemius reiterated this sentiment by saying, “By focusing on only the vital few needs, greater gains can be achieved…” (2016). To effectively implement data-driven decision making, focusing on a few areas will ultimate gain the most …show more content…
First, when analyzing the data and identifying instructional goals, teachers should only focus on a few goals. This was surprising to me because I have usually been told to do what it takes to raise the scores. Raising the scores is a big task, but looking at the data and identifying a few small goals is not as overwhelming. When you can’t see the light at the end of the tunnel, it could cause you to give up. McLeod’s reference to Confucius’s quote about “a journey of a thousand miles starts with a single step” (2005), made me realize how important it is to focus on what you can do and change. If everyone is taking small steps and achieving their goals, the results will stack up. At my school, if we all create an IPDP that focuses on improving student achievement, we could collectively improve student learning. Another important note is the importance of formative assessments and how they are referred to as the engine that drives student achievement. (McLeod, 2005) When teachers take part in professional learning communities (PLCs) and collaboratively analyze formative data, they are able to identify the instructional strategies and interventions needed to improve student learning. This leads to the last focal point, which is instructional change. If a school environment allows teachers to openly talk about data without fear of ridicule, student learning will improve. The
On the third page, it states, “Remembering the Pareto Principle that 20% of activity causes 80% of results is critical at this stage of the DDDM process” (McLeod, 2005). After researching this term, I learned that the smallest amount of efforts or inputs produces the most results. If you focus on just a few goals, you will obtain more success. McLeod recommends teachers to “work toward only a few key instructional goal areas each year” (2005). Conzemius reiterated this sentiment by saying, “By focusing on only the vital few needs, greater gains can be achieved…” (2016). To effectively implement data-driven decision making, focusing on a few areas will ultimate gain the most …show more content…
First, when analyzing the data and identifying instructional goals, teachers should only focus on a few goals. This was surprising to me because I have usually been told to do what it takes to raise the scores. Raising the scores is a big task, but looking at the data and identifying a few small goals is not as overwhelming. When you can’t see the light at the end of the tunnel, it could cause you to give up. McLeod’s reference to Confucius’s quote about “a journey of a thousand miles starts with a single step” (2005), made me realize how important it is to focus on what you can do and change. If everyone is taking small steps and achieving their goals, the results will stack up. At my school, if we all create an IPDP that focuses on improving student achievement, we could collectively improve student learning. Another important note is the importance of formative assessments and how they are referred to as the engine that drives student achievement. (McLeod, 2005) When teachers take part in professional learning communities (PLCs) and collaboratively analyze formative data, they are able to identify the instructional strategies and interventions needed to improve student learning. This leads to the last focal point, which is instructional change. If a school environment allows teachers to openly talk about data without fear of ridicule, student learning will improve. The