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Data Informed Instruction

I view data-informed instruction, also known as data-driven instruction, as an educational approach that relies on the analysis and utilization of data to guide teaching and improve student learning outcomes. This approach involves collecting, analyzing, and interpreting various types of data to inform instructional decisions and interventions. Here are the key components and principles of data-informed instruction:

The steps outlined below were taken to 

  • Data Collection:

    • I collect data  from multiple sources, including standardized tests, formative assessments, classroom observations, student work, attendance records, and more. The first step I take is to gather relevant data.

  • Data Analysis:

    • Once the data is collected, I analyze it to identify trends, patterns, strengths, weaknesses, and areas where students may be struggling.

  • Setting Clear Goals:

    • Based on the data analysis, I set clear and specific instructional goals. These goals are aligned with curriculum standards and designed to address specific areas of need.

  • Differentiated Instruction:

    • Data-informed instruction recognizes that students have varying needs and learning styles. Teachers are trained to use data to differentiate instruction, tailoring their teaching methods and materials to meet individual student needs.

  • Interventions and Support:

    • When data highlights areas where students are struggling, JMCSS teachers  implement targeted interventions and support. This involves additional tutoring, small-group instruction, or providing extra resources.

  • Progress Monitoring:

    • Continuously monitor student progress through ongoing assessments and data collection. This helps determine if interventions are effective and if adjustments are needed.

  • Data Teams and Collaboration:

    • JMCSS  data team consisting of teachers, administrators, and other stakeholders to collaborate on data analysis and decision-making. This promotes a collective effort to improve student outcomes.

  • Timely Feedback:

    • I provide timely and constructive feedback to students based on their performance data. This helps students understand their strengths and areas for improvement.

  • Professional Development:

    • Professional development is based on the needs assessment data, MOTP data, and district initiatives and goals geared to enhance data analysis skills and learn how to use data effectively to inform instruction.

  • Parent and Community Involvement:

    • JMCSS shares relevant data with parents and engages them in the educational process. When parents understand their child's progress, they can provide valuable support at home.

  • Longitudinal Data Analysis:

    • When I analyze data I consider not only current data but also longitudinal data to track students' progress over time and identify trends and patterns in their learning.

  • Adjustment and Flexibility:

    • I adjust instructional strategies and interventions based on ongoing data analysis. Flexibility is key to meeting the evolving needs of students.

  • Ethical Data Use:

    • I always ensure that data is collected and used in an ethical and secure manner, protecting student privacy and adhering to legal requirements.

Data-informed instruction is a dynamic and iterative process that places student learning at the center. It empowers JMCSS teachers  to make informed decisions and adapt their teaching strategies to support each student's academic growth and success.

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CEP Goal : Quality IEP

My goal for writing quality IEP's are:

  • Developed IEPs reflective of students’ strengths and needs, including gap analysis of grade level standards and PLOP by using the IEP review questions to assess IEPs for sufficient information about students’ strengths and needs.

  • Understand students with disabilities’ impact of disability as evidenced through the PLOP by analyzing the provision of accommodations to support students in accessing, participating and making progress with the general education curriculum.

  • Ensure effective systems and structures for the timely completion of IEPs are in place by facilitating the collaboration of IEP Teams and teachers, in particular, psychologists and special education teachers we will increase this rate.



By June, 2024, to strengthen the quality and implementation of IEPs for All Students with Disabilities (SWD), we will improve Alignment of IEPs across present level of performance (PLOP) by 20%, from 75% to 95, as measured by IEP Review before finalizing.

By June, 2024, to strengthen the quality and implementation of IEPs for SWD who are also English Language Learners (ELL), we will improve Recommended programs and services by Increase 30%, from 50% to 80, as measured by Program Service Report.

By June, 2024, to strengthen the quality and implementation of IEPs for All Students with Disabilities, we will improve Timeliness of IEP completion by Increase 30%, from 60% to 90, as measured by SESIS IEP Completion Report.

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