1. Data Driven Instruction for
Online Teaching and Learning

2. The way we use the results
from student assessments
to plan instruction.

3. The way data is used to comply
with federal regulations related
to funding.

4. How do we know they know?

5. How did we used to know they knew?

6. What are the “formal” elements?

7. 1.
2.
3.
4.
Baseline data
Clear goals
Regular assessment
Well-planned instruction

8. 1.
2.
3.
4.
Baseline data
Measurable goals
Formative assessment
Focused interventions

9. What baseline data are we gathering?
baseline data
measurable goals
formative assessment
focused interventions

10. How do we gather that baseline data?
baseline data
measurable goals
formative assessment
focused interventions

11. What do we do once we have
that baseline data?
baseline data
measurable goals
formative assessment
focused interventions

12. How do we provide feedback
on that data?
baseline data
measurable goals
formative assessment
focused interventions

13. What is the difference
between weaknesses, challenges,
and critical needs?
baseline data
measurable goals
formative assessment
focused interventions

14. How do we select key indicators for
success in our online classrooms?
baseline data
measurable goals
formative assessment
focused interventions

15. How do we identify mastery levels?
baseline data
measurable goals
formative assessment
focused interventions

16. What data are we using to guide
our teaching strategies?
baseline data
measurable goals
formative assessment
focused interventions

17. The percentage of students who
scored over 85% on the final research
paper will increase from 70% to 90%.
baseline data
measurable goals
formative assessment
focused interventions

18. The percentage of students who
can identify the components of a
structured narrative will increase
from 30% to 90%.
baseline data
measurable goals
formative assessment
focused interventions

19. McLeod:
1.
2.
3.
4.
5.
6.
A measurable baseline
A measurable target
A specific timeframe
Specifics as to what is being assessed
Method of assessment
Focus areas that guide future action needed
to reach the learning target
baseline data
measurable goals
formative assessment
focused interventions

20. Why do we establish goals before we
know what our students know?
baseline data
measurable goals
formative assessment
focused interventions

21. Should we be calling them
competencies instead?
baseline data
measurable goals
formative assessment
focused interventions

22. How does data drive
formative assessment?
baseline data
measurable goals
formative assessment
focused interventions

23. What does the data driven
feedback loop look like?
baseline data
measurable goals
formative assessment
focused interventions

24. Who sees the data?
baseline data
measurable goals
formative assessment
focused interventions

25. With whom do we discuss data
related to student progress?
baseline data
measurable goals
formative assessment
focused interventions

26. What is the data telling us to do?
baseline data
measurable goals
formative assessment
focused interventions

27. How does data inform an intervention?
baseline data
measurable goals
formative assessment
focused interventions

28. Target. Focus. Plan.
baseline data
measurable goals
formative assessment
focused interventions

29. What evidence do we have that what
we are doing is working?
baseline data
measurable goals
formative assessment
focused interventions

30. How will we respond if what we are
doing is not working?
baseline data
measurable goals
formative assessment
focused interventions

31. Do our formal/informal assessments
lead to targeted changes in our
teaching approaches?

32. What data are we really looking for?

33. Where are we going to find that data?

34. What are we going to do with that data?

35. What instruction will you develop to fill
in the gaps in student learning?