FEBRUARY 26 , 2014 (ELEMENTARY)FEBRUARY 27 , 2014 (SECONDARY)

DCA – Session 2

House Keeping

Identify table leader (suggestion: someone who is tech savvy)

Write leaders name, email address and grade level on post-it

Give post-it to Trish

Lunch 11:30 – 12:30 Please complete the lunch forms for the café

NAME THAT MOVIE

NAME THAT MOVIE

American Pie

NAME THAT MOVIE

NAME THAT MOVIE

Snakes on a Plane

NAME THAT MOVIE

NAME THAT MOVIE

The Matrix

NAME THAT MOVIE

NAME THAT MOVIE

The Exorcist

NAME THAT MOVIE

NAME THAT MOVIE

8 Mile

NAME THAT MOVIE

NAME THAT MOVIE

Independence Day

OBJECTIVES

Assessment revisionOverview of DDI process with model of

implementationAnalyze data from interim assessmentCreate a scope and sequence and blueprint

for interim assessment #1 2014-2015

Table Discussion

15 minute share out Were the questions too difficult or too easy? Was the assessment focused on the most important

content and skills? Were there any issues related to the conventions of

the test? Did all questions and answer choices make sense? Informally discuss overall student performance.

Assessment Revision

Based on table discussions and review of assessment, annotations and blueprint, revise and/or modify as needed

Save and email back to TProfic@e1b.org30 minutes

Data Driven Instruction

“Data are to goals, what signposts are to travelers. Data are not endpoints but are essential to reaching them - the signposts on the road to school improvement. Thus, data and feedback are interchangeable and should be an essential feature of how schools do business.” -Schmoker

Data Driven Instruction

DDI is an inquiry based practice that happens at the district, school, and classroom level, and has a direct impact on decision making process that affect student achievement. Although schools have been collecting data for decades, it has only been in recent years that researchers have begun to define specific data driven practices that result in systematic reform. Forward thinking districts across the nation are strategically employing the DDI framework to not only analyze and make decisions about student achievement, but also narrow achievement gaps and improve teacher practice.

Data Driven Instruction: Critical Attributes

Systematic Introductory and on-going professional development

on DDI Implementation calendar

UnCommon Schools Assessment Dates

Highly active leadership team

Data Driven Instruction: Critical Attributes

Assessments Common interim assessments (every 6-8 weeks) Transparent starting point (teachers have

assessments in hand prior to instructional period) Focused (most critical content and skills are more

heavily assessed) Through (covering curriculum taught from beginning

year to assessment date) Best practice – item writing (plausible distractors,

level of rigor, conventions or rules)

Data Driven Instruction: Team Members

Roles Facilitator Recorder Time Keeper Task Manager

All Data Inquiry Team members actively participate

Data Driven Instruction: Critical Attributes

Analysis Immediate turnaround (ideally 48 hours) Data reports (performance, item analysis, standards

reports) Step 1: Collect and Chart Data Step 2: Analyze Strengths and Weaknesses

Test in hand (when reviewing data teachers should have a copy of the assessment questions/student work)

Deep analysis (going beyond right and wrong answers to infer misconceptions) Step 2: Analyze Strengths and Weaknesses Step 3: Goals

Data Driven Instruction: Critical Attributes

Action Planning (new lessons and strategies based on data analysis)

Step 3: Goals Step 4: Instructional Strategies

Implementation (action plans for whole class, small group and individuals) Step 4: Instructional Strategies

On-going assessment (formative in the classroom between interim assessments) Step 5: Results Indicators

Accountability (instructional leader [coaches, math chairs, etc.] review, observe and provide feedback on lessons related to action plans) Step 5: Results Indicators

Engage students (students know end goal and the actions being taken to improve) Step 3: Goals

Preparation for Interim Assessment #1

Assessment will be a focused assessment.Assessment will cover content and skills

related to the first 30-45 days of instruction (based on the scope and sequence outlined in the Story of Units/Ratios/Functions).

Implementation of best practice for item writing: Plausible distractors Conventions/symbolism/grammar/vocabulary Alignment to the rigor of the 6 shifts in mathematics

Create a Scope & Sequence

Identify or list the standards covering the first 30-45 days of instruction as per the Story of Units/Ratios/Functions.

Denote each standard as major, supporting, or additional as per the cluster emphasis document.

Calculate the percentage and number of questions from the 2012-2013 assessment (grades 3-8).

List annotated or sample questions released by the state aligned to each standard.

Create a Scope & Sequence

Good News!!! It’s already been done.

Create a Scope & Sequence

Story of UnitsStory of RatiosStory of Functions

Create a Scope & Sequence

Create the Blueprint

Determine the length of the assessment. # of multiple choice # of constructed response

Determine distribution of questions by standard. Cluster emphasis designation (major, supporting,

additional) Data from 2012-2013 assessment (grades 3-8) Endurance and leverage of content and skill Teacher recommendation hierarchy of importance

Checklist Before You Leave

Emailed to Trish Revised Interim #2 Assessment Revised Interim #2 Annotation/Answer Key Revised Interim #2 Blueprint Completed Interim #1 Scope & Sequence Completed Interim #1 Blueprint

Please put computers back in the appropriate cart and number slot, plugged in and mouse returned with it.

Please clear all trash from your tables.

***Please confirm with Trish that she has received all of the above mentioned documents.