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Presentation on theme: "FEBRUARY 26, 2014 (ELEMENTARY) FEBRUARY 27, 2014 (SECONDARY) DCA – Session 2."— Presentation transcript:

1 FEBRUARY 26, 2014 (ELEMENTARY) FEBRUARY 27, 2014 (SECONDARY) DCA – Session 2


3 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


5 American Pie


7 Snakes on a Plane


9 The Matrix


11 The Exorcist


13 8 Mile


15 Independence Day

16 OBJECTIVES Assessment revision Overview of DDI process with model of implementation Analyze data from interim assessment Create a scope and sequence and blueprint for interim assessment #1 2014-2015

17 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.

18 Assessment Revision Based on table discussions and review of assessment, annotations and blueprint, revise and/or modify as needed Save and email back to 30 minutes

19 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

20 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.

21 Data Driven Instruction: Critical Attributes Systematic  Introductory and on-going professional development on DDI  Implementation calendar  UnCommon Schools UnCommon Schools  Assessment Dates Assessment Dates  Highly active leadership team

22 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)

23 Data Driven Instruction: Team Members Roles  Facilitator  Recorder  Time Keeper  Task Manager All Data Inquiry Team members actively participate

24 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

25 Data Driven Instruction: Critical Attributes Action  Planning (new lessons and strategies based on data analysis)  Step 3: Goals 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

26 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

27 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.

28 Create a Scope & Sequence Good News!!! It’s already been done.

29 Create a Scope & Sequence Good News!!! It’s already been done.

30 Create a Scope & Sequence Story of Units Story of Ratios Story of Functions

31 Create a Scope & Sequence


33 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

34 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.

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