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March 27, 2012 PowerPoint Presentation
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March 27, 2012

March 27, 2012

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March 27, 2012

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  1. Data Driven Instruction: Using Common Assessment Results March 27, 2012

  2. What are the essential components of the DDI Cycle?

  3. Systemic DDI Cycle Action

  4. Mr. Holland’s Opus A favor What are his beliefs? What does he do?

  5. Today’s Outcomes: Explain the connection between DDI and the Common Core Standards Explain how examination of student work can result in data that informs instruction Identify specific action steps for implementing DDI in your building/ district

  6. How do the deliverables relate to each other?

  7. The Common Core for Literacy impacts ALL disciplines!

  8. Review of the 6 Literacy Shifts • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary Draw a picture or symbol for each

  9. Shift 1: Balancing Information and Literary Text Grades PK-5: 50% Literary Text 50% Informational Text Grades 6-12: 70% Informational Text by 12th Grade

  10. Shift 2: Building Knowledge in the Disciplines

  11. Shift 3: Staircase of Complexity Balance of Just Right Text and Grade Level Text (with high levels of support for access to higher level text)

  12. Shift 4: Text-Based Answers

  13. Text Based Answers Students have rich and rigorous conversationswhich are dependent on a common text. Teachers insist that classroom experiences staydeeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writingto assess comprehension of a text.

  14. Shift 5: Writing from Sources To Persuade To Explain To Convey Experience Grade 4 30% 35% 35% Grade 8 35% 35% 30% Grade 12 40% 40% 20%

  15. Shift 6: Academic Vocabulary Tier 1 Words: Common, every day words Tier 3 Words: Content area specific words Tier 2 Words: Typically not defined in the text Define, describe, principled, theory, etc.

  16. Linking DDI to the Common Core • What are the 6 shifts? • What evidence of the 6 shifts do you see in student work? • What are next steps for possible instructional action plans as a result of what you noticed? • How will you facilitate the development & implementation of these action plans?

  17. How are the 6 Shifts connected? Describe examples of evidence of the 6 shifts you might see when looking at student work.

  18. Data Analysis: Getting Started • ELA writing task • Math writing task • ELA reading task • Science task • SS Task

  19. Analyzing Student Work

  20. Analysis • Identify patterns of strengths & weaknesses • Identify standards that students are meeting & standards (or elements of standards) for which students need more targeted instruction & support • Identify whole group needs, small group needs, and individual needs

  21. Looking for Patterns • Notice patterns that are emerging from the data • Identify logical starting point(s)

  22. Action Planning • Choose a focus area • Brainstorm strategies • Choose 1-3 strategies to start with • Agree on an action plan • Who will do what? • When will it be done? • What will you have students do? • What student work will you collect to assess next? • Implement plan… and the cycle continues…. 

  23. More Stories… • Harpursville Elementary- Next Steps • Union Endicott Middle School- Next Steps • Vestal Middle School- Next Steps

  24. Looking for the shifts in assessment samples • Review the student responses • Label each shift that you see on the samples

  25. Collaborative Team Meeting


  27. Data-Driven Dialogue ACTIVATING & ENGAGING Surfacing experiences, possibilities and expectations With what assumptions are we entering? What are some predictions we are making? What are some questions we are asking? What are some possibilities for learning that this experience presents to us?

  28. Data-Driven Dialogue EXPLORING & DISCOVERING Analyzing the Data What important points seem to “pop out”? What are some patterns, categories or trends that are emerging? What seems to be surprising or unexpected? What are some things we have not yet explored?

  29. Data-Driven Dialogue ORGANIZING & INTEGRATING Generating Theory What inferences, explanations, or conclusions might we draw? What additional data sources might we explore to verify our explanation? What are some solutions we might explore as a result of our conversation? What data will we need to collect to guide implementation?

  30. What makes a team “high performing”? When we serve as a TEAM, There are: Benefits for the members Benefits for the team Benefits for the school district Benefits for the CHILDREN

  31. Working Groups Teams Strong, clearly focused leader Individual accountability Individual work products Runs efficient meetings Measures its effectiveness indirectly by its influence on others (student learning goals) Discusses, decides, delegates Shared Leadership roles Individual and mutual accountability Collective work products Encourages open-ended discussion and active problem solving meetings Measures performance directly by assessing collective work products Discusses, decides, does real work together

  32. Collaborative work time can be… Powerful Inquiry based Positive Impact teaching and learning…..

  33. What does a team working on DDI look and sound like? “I am trying to figure out what I can do in my next unit to help John and Joe understand why it is important to cross multiply first before…” “67% of my students have mastered identifying the main idea. By the end of this next unit, I am hoping to be at 100%.” “I am wondering about…could you give me some thoughts or suggestions?”

  34. DDI Implementation Planning Reflection Time: • Where are you now? • What could be next steps? • What support is needed? Action

  35. Available DDI Support • Observations of elements of DDI already in place in district (data teams, team meetings, analysis of student work, etc.) • Staff overview/awareness session of components of Data-Driven Instruction • Meet with leadership teams • Team training for existing teams – review norms/protocols/process for analyzing student work

  36. Action Planning • What do we have in place? • Where are our strengths? • What can we start with? • What needs to be scheduled? • What PD will be needed? • Who can provide this?

  37. Coming Next for DDI: • On-going follow-up support with regional cluster groups and/ or in-districts • Regional Literacy Task Development • Regional Math Task Development

  38. Available DDI Support • Observations of elements of DDI already in place in district (Data teams, team meetings, analysis of student work, etc.) • Staff overview/awareness session of components of Data-Driven Instruction • Meet with leadership teams • Team training for existing teams – review norms/protocols/process for analyzing student work

  39. Ticket Out the Door Take a few minutes to respond to the questions on your “Ticket Out the Door.” The thinking you share will help to guide our future sessions. Thank you! Pat and Jennifer 