1. NY State DDI, Data Driven Instruction, Workshop November 3, 2011

2. Key Insights You cannot do the analysis if you are not active. Relationships matter- feeling free to question practice and make suggestions. Going from �what� our students are struggling with and focus on �why�. Target the exact problem. Set a specific goal that you could track.

3. Insights Applied to Interim Assessments IMMEDIATE: ideal 48 hours, max 1 week turnaround USER-FRIENDLY: data reports are short but include analysis at question level, standards level and overall TEACHER-OWNED analysis TEST-IN-HAND analysis: teacher & instructional leader together DEEP: moves beyond �what� to �why�

4. Case Study Year end results are not enough List of standards are not enough Alignment means different things to different people People interpret �mastery� and �rigor� differently All �differences� discussed during Data Team Meeting

5. Assessment Analysis Role Play The focus should be on what students learned, not what teachers taught The conversation should center on the actual results of student learning. Looking at results together creates collaboration; it�s about moving to what to do better Tips for Analysis meetings Let the data do the talking Let the teacher do the talking Go back to the test and specific questions Know the data yourself

6. Power of the Question Standards are meaningless until you define how you will assess them Assessments are the starting point, not the end point, of teaching and learning If you don�t define the assessments first, teachers will teach to their own level of expectations Curriculum maps and scope and sequences aren�t enough; teachers need assessments to guide them as to the rigor of their teaching In a multiple choice question, the options define rigor