Using Data to Guide Instruction - BLaST Intermediate Unit 17

Part 1: Core Planning Team Interview

On Tuesday, November 4, 2008, IU 17 facilitated a videotaped interview as the first part of the school district’s training opportunities related to data analysis and use. The interview focused on the Data Room program, data analysis strategies, and team meeting discussions. The individuals involved are listed below:

Diane Place-Superintendent, Towanda Area School District

Data Room Core Planning Team Members

Pamela Hosterman – Elementary Principal

Dayton Handrick – Assistant Elementary Principal

Darla Locke – School Psychologist

Pat Webb – IST Teacher, Towanda Area Elementary School

Valerie Hugg – IST Teacher, J. Andrew Morrow Primary School

Fran Baumgartel-Title I Teacher/Program Coordinator

Kristine Watkins, Third Grade Teacher, Towanda Area Elementary School

Katharine Minard, Second Grade Teacher, J. Andrew Morrow Primary School

The video clips that follow incorporate responses to several interview questions relative to the planning, implementation and evaluation of the Data Room Program in the Towanda Area School District’s elementary schools.

District Overview: Diane Place – Superintendent, Towanda Area School District

Describe the Towanda Area School District. How long have you been Superintendent of the District?

How did your district become involved in data analysis and the development of the Data Room?

What is the purpose of the Data Room?

What has been the impact of this program on inclusive education in the Towanda Area School District?

Questions for the Core Team (Data Room)

Core Team Member Introductions

What are the primary purposes of the Data Room?

How is the data organized within the Room?

What actual data is tracked for the Towanda Area Elementary third through sixth graders?

What actual data is tracked for the J. Andrew Morrow Primary School kindergarten, first, and second graders?

What do you do once the data is posted?

What instructional decisions are made based on the data?

What types of interventions or decisions are made for students who need instructional support to reach proficiency

How do you determine adequate progress?

For the Special Education sub-group for Adequate Yearly Progress, what has been the impact of this program on students€™ learning and achievement?

Have you implemented any different instructional strategies in terms of collaboration among teachers?

What has been the impact on professional development?

If you could assign a €œgrade€ or €œproficiency target€ to describe your progress at this point in time, what might that be and why?

Have you seen any changes in the culture or €œway of doing business€ in your schools in terms of “welcoming all student” as a result of the Data Room program?

What successes or challenges have you encountered as a result of the implementation of the Data Room? What advice might you give to schools that are interested in implementing a Data Room program?

Do you have any closing thoughts or observations?

Part 2: Data Room Team Meetings

This section includes video excerpts from Data Room Team meetings for Grade 3 and Kindergarten conducted in April 2009. These Teams meet monthly to review and analyze assessment data and the implications of the results for classroom curriculum planning and developing instructional strategies to address the learning needs of all students.

Introduction