Framework for Data-Driven Learning

Padmaja Surendranath, Melissa Savage KIPP Academy Lynn, Massachusetts Introduction When I listened to our 5th Grade Science teacher Ms.Savage describe how she was using data in her classroom - with her students and their parents the term Data Driven LEARNING popped in my head. If the term data-driven instruction focuses on the use of data to improve instruction, data-driven learning, in contrast, focuses on the use of data to aid student learning. This article outlines the details of data-driven learning carried out in one of our middle school classrooms. The successful outcome of this practice demonstrated over a period of two years is distilled in the form of a framework that could be employed by classrooms everywhere. Additionally, templates for teachers use are also provided to aid in the implementation. Background It was during the school year 2011-12 that Ms.Savage began to focus on using data systematically to better support her in-coming 5th graders. One of the big goals for her classroom and for her students is that her students will create an attitude of relentlessly pursuing a goal or solution. At the start of the school year 2012-13, KIPP Academy Lynn expanded the use of Scantrons Global Scholar product beyond automatic scoring and included the use of its reporting features. This allowed Ms.Savage to expand upon her efforts and make the use of data an integral part of her students learning. Data-driven Learning: What Does It Take? According to Ms.Savage data-driven learning begins with the teachers mindset. First, a teacher needs to believe that using data in his/her classroom together with students will lead to higher achievement in the classroom. Once this most fundamental criteria is met then having students own their learning, creating a safe classroom where student test scores are discussed in a transparent and constructive manner and finally, getting parents to partner in this effort form the remaining criteria. Student Ownership of Learning Ms. Savage uses the achievement of the following as evidence that her students own their learning students will use I can statements rather than I cant statements when talking about challenging tasks, students will track their own growth in class from unit to unit on a personal tracker, students will reflect on their progress on a unit basis in the school year on their progress of reaching their goal of passing the class, students will be able to identify their own academic and personal goals and explain how they can and might look different from others peers.

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Framework for Data-Driven Learning

Padmaja Surendranath, Melissa Savage KIPP Academy Lynn, Massachusetts Classroom Culture Based on Growth Mindset When students started summer school, she set about establishing a classroom culture on the use of data. This included creating a data board, planning lessons around growth vs. fixed mindset, and discussing strategies with students on what possible action steps they might take if their scores were low and ensuring that the process of using test scores was transparent to all students. Parent Partnership After school started, she administered diagnostic test so as to group her students by ability levels. She then kept the parents in the loop by sending them letters communicating details about standards, their childs scores in diagnostic test and other tests during the year along with follow up conversations on areas that the child needed help. Data-driven Learning: Did It Work? This systematic approach demonstrated in no unclear terms that her students achieved consistent growth throughout the school year. Below are the grade level results from Interims tests administered during 2012-13 School Year in Qtr1 (Oct12), Qtr2 (Dec12) and Qtr3 (Feb13) compared against the Diagnostic test given at the start of the year (Sep12) to an in-coming 5th Grade class of approximately 110 students.

Fig 1: Grade Level TestResults - Diagnostic vs Interim1

Fig 2: Grade Level Test Results - Diagnostic vs Interim2

Fig 3: Grade Level Test Results - Diagnostic vs Interim3

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Framework for Data-Driven Learning

Padmaja Surendranath, Melissa Savage KIPP Academy Lynn, Massachusetts Framework for Data-driven Learning Based on Ms.Savages experience we identified a possible framework that could be used by other classroom teachers to implement Data-driven Learning in their classrooms. This framework rests on the following three pillars: 1 Data culture in classroom 2 Student Ownership 3 Parent Engagement The table below describes the characteristics of these pillars and how they are implemented in the classroom. Pillar Data Culture in classroom Characteristics Use of data is public How does it look in the classroom? Demonstrate Growth Mindset Focus on
improvement but not poor performance Learning is a process; scores help us understand how to improve

Data board in a prominent location in the classroom (see Appendix 1) all students who scored 80% on unit assessments Graphs of class averages from unit and interim assessments are public Students growth rate from interim to interim is posted no matter if they made growth or went down First two weeks of summer school , there are many lessons centered around having a growth vs. fixed mindset. This sets the framework for the rest of the year. In class whether it is on a day to day basis, a unit test, or interim test time is used to celebrate success and reflect on failure. Failure is looked as an opportunity to learn from mistakes, and not something that is bad. Reflection involves, What went wrong ? What can we do differently to master the standard/and or mistake?What actions steps can be taken? An entire class period is dedicated to discuss and analyze both unit and interim test results Students track the standards they have mastered and ones they have not on their standards tracker Students make corrections to all wrong answers and re-write Open Responses which have a score less than 4 (see Appendix 2) At the start of the year student gets a standards tracker spreadsheet to track every standard they will learn for the year. (see Appendix 3)

Data analysis is transparent and collaborative Students analyze

why they failed and identify what support they need to succeed

Student Ownership

Own their learning Track their

performance in

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Framework for Data-Driven Learning

Padmaja Surendranath, Melissa Savage KIPP Academy Lynn, Massachusetts
various tests on the standards they are expected to master during the course of the entire school year

Parent Engagement Track childs progress Periodic

communication with clear details about student learning and specific ways for parent support

After a test, student receives a report showing item-level scores and standards level aggregate. They know how to read the report: where to look for Open Response scores, and where to look for standards scores, etc. (see Appendix 4) For each standard the student masters the corresponding standard on the tracker is colored green. Students will have additional chances to work on standards that they have not mastered yet. (see Appendix 5) Students track standards mastery for diagnostic tests, unit tests, interims and end of year and reflect on progress made after each unit assessment. (see Appendix 6) In addition they also keep track of Mad Scientist a weekly assessment for definitions and science vocabulary. At the start of the year, a letter is sent to parents explaining the standards to be mastered for the year. The letter is framed with a growth mindset so parents understand that learning is a process and with help their child can fare better. (see Appendix 7) After the diagnostic test another letter sent along with student results with details on the areas for growth. This process is repeated for Interims and reinforced during report card conferences .

Ms.Savage has generously provided various templates that teachers can freely utilize to implement data-driven learning in their classrooms. Conclusion While data-driven instruction is a term that is widely used in education circles, data-driven learning does not get as much coverage. This article served to shine a light on data-driven learning as practiced in KIPP Academy Lynn. Data-driven learning involves encouraging students to take ownership of their learning, setting up a safe and transparent environment in the classroom to discuss test score data in a non-judgmental fashion and finally, engaging parents as an important partner in the learning process.

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APPENDIX 1

APPENDIX 2

Name:___________________ KIPP/2020/_______________

February 5, 2013 Science/ Test Analysis

Dear Parent and/or Guardians, You child currently took their 18 week interim that covered all material that we have learned up to this point in 5th grade Science. The total score is the percent your child received on the exam. The performance band is the current level that your student is at. Our goal is for every child to be either proficient or advanced by the end of the year. At this point we are over half way in the year. If your child is currently at the warning or needs improvement category please encourage your child to study their notes, flash cards, and come in for extra help. Please look over your childs current score and level in Science and sign on the following line saying that you have seen his or her score. Feel free to call me with any questions or concerns. Below is a space if you have any written comments, concerns, or questions as well. Thank you again for your continued support. Parent Signature: ____________________________________________ Parent Comments/Questions/Concerns: ____________________________________________________________ ____________________________________________________________

Part 2: Test Corrections

# 3 Why is the answer you choose wrong? Example: I choose B, the beach ball is heavy. It is wrong because heavy describes mass not texture. I chose ___________, It is wrong because _________________________________ _________________________________ _________________________________ I chose ___________, It is wrong because _________________________________ _________________________________ _________________________________ I chose ___________, It is wrong because _________________________________ _________________________________ _________________________________ _________________________________ I chose ___________, It is wrong because _________________________________ _________________________________ _________________________________ Explain the actual (correct) answer. The correct answer is A because texture is how an object feels, and a beach ball feels smooth. The correct answer is _________________because ______________________________ ______________________________ ______________________________ The correct answer is _________________because ______________________________ ______________________________ ______________________________ The correct answer is _________________because ______________________________ ______________________________ ______________________________ ______________________________ The correct answer is _________________because ______________________________ ______________________________ ______________________________

I chose ___________, The correct answer is It is wrong because _________________because _________________________________ ______________________________ _________________________________ ______________________________ _________________________________ ______________________________ _________________________________ ______________________________ Part 3: Open Response Correction (ONLY DO IF YOU GOT a 0, 1, 2, or 3 ON THE OPEN RESPONSE). Re-write your open response to be a 4 essay. Use the checklist to help you write your response. Elena found a piece of mineral while on a hike. She wants to identify the mineral she found. a. Identify two physical properties of minerals. b. Describe how Elena can test the minerals she found for each of the physical properties that you identified in part (a)
A: o o B: o o Use AWESOME ANSWERS Name two physical properties of minerals (cleavage, streak, hardness, color, luster) Use AWESOME ANSWERS Describe in detail how to test each physical property you stated in part A

A.___________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ B.___________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Part 4: Interim Reflection

Directions: Now we will link our work and study habits to our achievement (results). Check each box that is true for you.
I study my flashcards every night. I read direction carefully for all assignments. I call for homework help. I did not let myself become frustrated or nervous during the test. I kept a strong stamina. This means that I worked as hard at the end of the test as I worked during the beginning of the test. I pay attention EVERYDAY in class and ignore distractions. I do my homework every night to the best of my ability. I stayed focused the entire time during the test. I did not miss a single Science class this quarter. I do GANAS opportunities when available to help myself. I always ask Mrs. Savage questions when I am confused

Ive worked as hard as I possibly can everyday in Science class this far.

Directions: Use AWESOME ANSWERS to reflect on your interim results. 1. What is your current performance based off your interim (warning, needs improvement, proficient, or advanced)? __________________________________________________________ __________________________________________________________ 2. How much have you grown or have gone done from your last interim? __________________________________________________________ __________________________________________________________ 3. What is one thing that you think has contributed to your growth or set back from your last interim? __________________________________________________________ __________________________________________________________ 4. What are 2 things you can do both inside and outside of Science class to help grow to the level you need to be in Science? .___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. What will you start, stop and continue doing for the rest of quarter 3?
I will start I will stop I will continue

APPENDIX 3

Name:____________________ Science/ 2020/_____________

Green=Passed the Standard Red= Didnt pass the Standard

Date:__________________ Science/ Tracking Data

Progress and Achievement on 5th Grade Science Standards

Standard 1.1 Rocks and their properties 1.2 Identify the physical properties of minerals 1.3 Identify the 3 categories of rocks 1.4 Explain how soil is formed 1.5 Recognize the properties of soil 1.6 Explain how air temperature, moisture and precipitation make up the weather of a location 1.7 Explain the difference between types of precipitation 1.8 Describe how jet streams and water currents influence weather 1.9 Differentiate between weather and climate 1.10 Describe the water cycle 1.11 Give examples of how water has an effect on climate 1.12 Give examples of slow and fast processes that change the earths surface 1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons 1.14 Recognize the earth revolves around the sun and rotates on its axis 1.15 Describe changes in the moon over a month 2.1 Classify plants and animals according to their physical characteristics 2.2 Identify the structure and function of plant parts 2.3 Recognize plants and animals go through predictable life cycles 2.4 Describe the major life stages of a frog and butterfly 2.5 Differentiate between inherited and environmentally effects characteristics of plants and animals 2.6 Give examples of how inherited changes have caused some plants to move or migrate 2.7 Give examples of how changes in the environment have caused some plants and animals to die or move locations Diagnostic Assessment Unit Assessments End of Year Assessment

2.8 Describe how organisms meet some of their needs by using seasonal behaviors 2.9 Recognize plant behaviors such as plants grow towards light and their roots grow downward because of gravity 2.10 Give examples of how organisms can cause change in their environment 2.11 Describe how energy can be transferred within a food chain from producers, to consumers to decomposers 3.1 Differentiate between properties of objects and properties of materials 3.2 Compare and contrast soil, liquids and gases based off the basic properties 3.3 Describe how water can be changed from one state to another 3.4 Identify the basic forms of energy 3.5 Give examples of how energy can be transferred from one form to another 3.6 Recognize that electricity in circuits requires a complete loop 3.7 Identify and classify objects and materials that conduct and are insulators of electricity 3.8 Explain how electromagnets can be made 3.9 Recognize that magnets have poles that repel and attract each other 3.10 Identify and classify objects and materials that a magnet will attract and not attract 3.11 Recognize that sound is produced by vibrating objects 3.12 Recognize light travels in a straight line until it strikes another object 4.1.1 Identify materials used to accomplish a design task based on a property 4.1.2 Identify and explain the appropriate materials and tools to construct a given prototype safely 4.1.3 Identify and explain the difference between simple and complex machines 4.2.1 Identify a problem that reflects the need for shelter, storage, or convenience 4.2.2 Describe different ways in which a problem can be represented 4.2.3 Identify relevant design features for building a prototype 4.2.4 Compare natural and mechanical systems Total Score: Open Construct: Performance Band: Total Score: Open Construct: Performance Band:

APPENDIX 4

APPENDIX 5

Name:_________________ KIPP/2020/_____________

January 5, 2013 Science/ Assessments

Interim 3 Tracking
Total Score on Interim #2 Performance Band #2 Total Score on Interim #3 Performance Band #3 Growth from Interim 2 to Interim 3

Standard
1.6 Explain how air temperature, moisture and precipitation make up the weather of a location 1.7 Explain the difference between types of precipitation 1.8 Describe how jet streams and water currents influence weather 1.9 Differentiate between weather and climate 1.10 Describe the water cycle 1.11 Give examples of how water has an effect on climate 3.1 Differentiate between properties of objects and properties of materials 3.2 Compare and contrast soil, liquids and gases based off the basic properties 3.3 Describe how water can be changed from one state to another 1.1 Rocks and their properties 1.2 Identify the physical properties of minerals 1.3 Identify the 3 categories of rocks 1.12 Give examples of slow and fast processes that change the earths surface

Score%

Pass the Standard (80% or higher)?

Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No

1.13 Recognize the earth is part of a solar system that includes the stars, planets and moons 1.14 Recognize the earth revolves around the sun and rotates on its axis 1.15 Describe changes in the moon over a month

Yes or No Yes or No Yes or No

Open Response Score 0 1 2 3 4

# Right

% Mastery

_________ / 4

25

50

75

100

APPENDIX 6

Name:___________________ KIPP/2020/______________

September 28, 2012 Science/ SM#9

Dear Parent and/or Guardians, Your child currently took a diagnostic exam in Science. A diagnostic exam is an exam that is taken before studying a concept to measure what a person knows of that concept. The diagnostic exam that your child took was an exam that covered all the material we will be covering for the entire year in Science to see where your child is entering 5th grade Science. Every 6 weeks we will be measuring his or her growth in Science, to see how much they have learned up to that point. At the end of the year we will take a similar exam to the diagnostic to see your childs growth from the beginning to the end of the year. Every child is coming into Science at different levels, with different strengths and weaknesses. Therefore, the most important thing is not the current score, but the growth your child makes in the school year. Please do not be concerned in your childs score is low. It is normal for diagnostic exams to have low scores, especially if your child is coming from a school where they did not have Science. Please look over your childs current score and level in Science and sign on the following line saying that you have seen his or her score. Feel free to call me with any questions or concerns. Below is a space if you have any written comments, concerns, or questions. Thank you again for your continued support.

Parent Signature: ____________________________________________ Parent Comments/Questions/Concerns: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________