March 27, 2012
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Transcript of March 27, 2012
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March 27, 2012
Data Driven Instruction: Using Common Assessment Results
What are the essential components of the
DDI Cycle?
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Common Assessments
Analysis
Leadership (Facilitation & Accountability)
Data Driven Culture
Systemic DDI Cycle
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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
How do the deliverables relate to each other?
Evidence of Student Learning
Data Driven
Instruction
Common Core State Standards
Teacher/ Leader
Effectiveness
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The Common Core for Literacy impacts ALL
disciplines!
• Balancing Informational and Literary Text
• Building Knowledge in the Disciplines
• Staircase of Complexity
• Text-Based Answers
• Writing From Sources
• Academic Vocabulary
Review of the 6 Literacy Shifts
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 2: Building Knowledge in the Disciplines
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)
Shift 4: Text-Based Answers
Text Based Answers Students have rich and rigorous
conversations which are dependent on a common text.
Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
Shift 5: Writing from Sources
To Persuade To Explain To Convey ExperienceGrade 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.
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?
Linking DDI to the Common Core
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How are the 6 Shifts connected?
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Describe examples of evidence of the 6 shifts you might see when looking at student work.
ELA writing taskMath writing taskELA reading taskScience taskSS Task
Data Analysis: Getting Started
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What can the student do? What is missing?Student Name:
-----------------------------Student Name:
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Analyzing Student Work
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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
Analysis
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Notice patterns that are emerging from the data
Identify logical starting point(s)
Looking for Patterns
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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….
Action Planning
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Harpursville Elementary- Next Steps
Union Endicott Middle School- Next Steps
Vestal Middle School- Next Steps
More Stories…
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Review the student responses
Label each shift that you see on the samples
Looking for the shifts in assessment samples
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Collaborative Team Meeting
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Data-Driven DialogueDATA DRIVEN DIALOGUE
By BRUCE WELLMAN & LAURA LIPTON
Organizing/IntegratingExploring/ Discoveri
ng
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?
Data-Driven Dialogue
What makes a team “high performing”?
When we serve as a TEAM, There are:
Benefits for the membersBenefits 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…..
Looks like Sounds likeMeet every Tuesday and Thursday to review the next assessment or to review the results of the last assessment, etc. (DDI cycle)
Design action plans together
Use an agreed upon protocol for looking a student work
Record keeping that includes student achievement, instructional strategies developed, etc.
What does a team working on DDI look and sound like?
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“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?”
Where are you now? What could be next steps? What support is needed?
DDI Implementation Planning Reflection Time:
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Common
Assessments
Analysis
Leadership
(Facilitation & Accountability
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Data Driven Culture
Action
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
Available DDI Support
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?
Action Planning
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On-going follow-up support with regional cluster groups and/ or in-districts
Regional Literacy Task Development
Regional Math Task Development
Coming Next for DDI:
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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
Available DDI Support
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
Ticket Out the Door
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