Data Driven Instruction: Using Common Assessment Results March 27, 2012
Systemic DDI Cycle Action
Mr. Holland’s Opus A favor http://www.youtube.com/watch?v=ad5pKiflwew&feature=related What are his beliefs? What does he do?
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
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
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
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)
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.
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%
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.
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?
How are the 6 Shifts connected? Describe examples of evidence of the 6 shifts you might see when looking at student work.
Data Analysis: Getting Started • ELA writing task • Math writing task • ELA reading task • Science task • SS Task
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
Looking for Patterns • Notice patterns that are emerging from the data • Identify logical starting point(s)
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….
More Stories… • Harpursville Elementary- Next Steps • Union Endicott Middle School- Next Steps • Vestal Middle School- Next Steps
Looking for the shifts in assessment samples • Review the student responses • Label each shift that you see on the samples
Data-Driven Dialogue DATA DRIVEN DIALOGUE By BRUCE WELLMAN & LAURA LIPTON
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?
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?
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?
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
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
Collaborative work time can be… Powerful Inquiry based Positive Impact teaching and learning…..
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?”
DDI Implementation Planning Reflection Time: • Where are you now? • What could be next steps? • What support is needed? Action
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
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?
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
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
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