Data-driven instruction, at its most simplistic, is when teachers use data to drive their classroom instruction. More specifically, when a teacher uses data-driven instruction (or DDI), that teacher regularly gathers and analyzes data from both formative and summative assessments to glean insights into how well their students are understanding and mastering the material. That teacher then uses the insights that the data provides to adjust instructional methods and materials and, therefore, better provide for students’ instructional needs.
Data-driven instruction is important for several reasons. Most significantly, instruction that is driven by data is tailored to students’ needs instead of adhering to the set scope and sequence of instruction. Teachers who allow data (instead of scope and sequence) to drive their instruction are still able to meet their state’s standards but can do so at a rhythm that more effectively allows for students’ mastery learning. Second, student data allows teachers, administrators, students, and parents to have an objective point of reference for understanding how a student is performing. Often, good data helps highlight not only specific students who are struggling but the specific content areas those students are struggling with. Many times, teachers form Professional Learning Communities around struggling students. Student data helps these PLCs hone in on the core issues, and alongside the student and sometimes the parent, they create SMART goals as intervention strategies. Data collected in follow-up assessments allows the PLCs to track the success rates of their interventions.
Watch “Driving Change with Data – How Jaffrey-Rindge Cooperative School District Launched PLCs to Focus on Student Growth“ to hear how a school administrator leverages data to improve student outcomes.
Third, when the correct data from students is collected and analyzed well, it can highlight a teacher’s efficacy in the classroom. Excellent teachers see data as an essential element in professional growth. They use a variety of data from student learning to analyze their instructional strategies and approaches and modify what they do in the classroom based on their students’ needs to continue to hone their craft. Finally, excellent administrators use student and teacher data to find ways to develop and support teachers and look for patterns where their school needs additional support. For example, if data demonstrates that a certain grade level constantly scores low, that team may need additional training and development. If data reveals that students across a grade level always fail in one specific area on a test, that area of the curriculum may need to be revisited.
