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How to Use Data-Driven Instruction to Reach Math Achievement Goals

February 01, 2016

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Data-Driven Instruction: Personalized Learning in Mathematics

 

If you’re an administrator, you know that effective data-driven instruction isn’t just about amassing data from an online learning program. After all, data is only as good as it is useful. Truly useful data is a key function of adaptive technology that allows for personalized learning instead of traditional one-size-fits-all classroom instruction. Adaptive technology holds the capabilities of providing immediate feedback to influence an instructional strategy or lesson, as well as providing relevant feedback during the process of learning—not just at the end—to both teacher and student.

Leverage Real-time Data and Boost Achievement in Your School

SMART data is measureable, actionable, relevant, and timely to math teachers and learners. In this white paper, Dr. Gregory Firn explains how asking the right questions and using the resulting SMART data is changing the conversation around how to select and use data to boost math achievement. You’ll learn from Dr. Firn’s successes as he provides some of the ways that his district transformed to a data-driven culture of personalized learning, and raised math achievement for ELLs, at-risk students, and advanced learners alike. What were the results?

Alegbra proficiency in one North Carolina district raised to to 97% and math proficiency to 89% using SMART data.

Eight Steps to Creating a Data-Driven Culture

This report provides eight steps for success in creating a data-driven culture, including:

  • Collaboration: Administrators and teachers work together within a common framework for the same goals; educators also create learning communities with their colleagues.
  • Professional Development: Teachers must be continually trained to understand the design, administration, and interpretation of qualitative and quantitative data assessments in order to impact instruction.
  • Continuous improvement: Everyone from administrators, to teachers, to students must never stop learning and moving forward.
  • Making the most of real-time insights into the learning process: Continuous formative assessment drives great math outcomes.

For more information about how to create a data-driven culture and the benefits of data-driven instruction, download this valuable resource now.

Former Superintendent

Dr. Gregory Firn

Dr. Gregory Firn served as Superintendent, Deputy Superintendent, and in several other educational leadership roles in Texas, North Carolina, Connecticut, Washington state, Nevada, and overseas. Grounded in the school effects research, Dr. Firn’s leadership resulted in school system improvement as measured by student achievement and performance results, increased parent, community, and school engagement, increased graduation rates and decreased student suspensions. A pioneer in digital conversion, he twice led system-wide digital transformation initiatives, including the design and implementation of robust human capital development programs. Dr. Firn earned his doctorate from Seattle Pacific University, where his research focused on learner-centered education.

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