Transcript DDI Steps for Getting Started

October 13, 2011
Let’s Meet!
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All four people have to run.
The baton has to be held and passed by all
participants.
You can have world class speed. However, if
opportunities are missed for passing the
baton successfully then the team is not
successful in the end.
What is required is a collaborative, systemic
approach!
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Define the non-negotiable, systemic
requirements for successful DDI
implementation in a building
Compare these critical elements of DDI to the
elements that currently exist in your building
Identify possible next steps for implementing
and/ or refining DDI in your building
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Jot down a few words and/ or phrases that
come to mind when you hear DDI.
Think about what might be the purpose of
DDI.
Handout pg.2
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Instruction that is planned according to
assessment data analysis in an on-going cycle
of identifying a learning need, developing an
instructional plan to address that need,
assessing to determine if the plan is working
and/ or if another need is present, developing
another instructional plan, etc.
What key components are inherent in this definition?
Handout pg.3
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Instruction that is planned according to
assessment data analysis in an on-going cycle
of identifying a learning need, developing an
instructional plan to address that need,
assessing to determine if the plan is working
and/ or if another need is present, developing
another instructional plan, etc.
What key components are inherent in this definition?
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The teacher develops a writing task that asks students
to write an argument paper.
Students write the papers.
Upon analysis of the results, 20% of students have
thesis statements, 65% of students are using supporting
evidence from the text, and 95% of students are using
paragraphing.
The teacher writes a new unit to intentionally teach
thesis statements as well as using evidence to match
the thesis statement.
The teacher works with the 5 students in a small group
to teach paragraphing.
Handout pg.3
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Data Driven Culture
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Common Assessments
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Analysis
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Action
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Leadership (Facilitation & Accountability)
What else do you see here?
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Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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What does common mean?
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What does assessment mean?
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What is the purpose of common assessments?
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All students across the grade level take the
same assessment which is aligned to the
common core standards and has the same
types of questions found on the state exams
to demonstrate what they know and are able
to do in a particular content area.
These assessments can be:
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10 week unit exams
Writing assignments
Quizzes
Benchmark assessments
Etc
Handout pg.5
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All students across the grade level take the
same assessment which is aligned to the
common core standards and has the same
types of questions found on the state exams
to demonstrate what they know and are able
to do in a particular content area.
These assessments can be:
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10 week unit exams
Writing assignments
Quizzes
Benchmark assessments
Etc
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A math unit test that is given to all 4th grade
students that has the same type of rigorous
questions on state exams and that assesses
common core mathematics standards
A writing assignment that asks all 7th grade
students to read two pieces of text and develop
an argument on the issue presented in both
articles using specific evidence from both
articles in their response (This assessment is
aligned to Common Core Literacy Shifts 4 & 5)
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Criteria:
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Same type of question(s) that are found on
state exams (rigor and content)
Aligned with the common core standards
Handout pg.5
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What is meant by the word “common?”
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What is a common assessment?
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What is the purpose of these assessments?
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Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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 What
is it?
 What
would you look for?
 What
will you do with what you
find?
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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
Handout pg.6
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What information will you gain from your
assessment?
What content and skills is your assessment measuring?
What common core standards are being measured?
How will this assessment be scored? (rubric, answer key)
How could the results be presented in chart form?
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How would design a data analysis chart for
your assessment?
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How could you quantify the results?
What specific skills could you pull out to report?
How could you show how each student scored?
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What is analysis?
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What do you look for?
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What do you do with the information?
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The process of identifying patterns of strengths and
weaknesses as well standards (or elements of
standards) that need to be addressed in upcoming
instruction
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Individual Teacher Analysis
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Teacher- Principal Analysis Meeting
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Grade Level or Team Level Analysis Meeting
(Steps for each type of analysis will be
part of the next DDI session on Oct 21.)
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Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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What do you do with the information gained
from the analysis?
How do you do this?
Handout pg.8
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Identify specific needs
(whole class, small
groups, & individual)
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Brainstorm strategies & instructional
approaches to target specific areas
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Share what has worked in the past
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Create new ideas together
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Develop targeted, instructional action plans
to address the identified areas
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Sample:
Students to wrote an argument paper. Upon analysis of the
results, 20% of students have thesis statements, 65% of
students are using supporting evidence from the text, and
95% of students are using paragraphing
What do all students need? What do some students
need? What do a few students need?
Discuss what you would put in an instructional action
plan to address these needs found from the analysis.
(See sample planning guide on pg. 18)
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What do you do with the information you
gained from the analysis?
What will administrators and teachers need in
order to be successful with action?
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Data
Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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What does data driven mean?
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What is culture?
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How are they connected?
Handout pg.11
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Process improvement is valued by all
All members believe that all students can learn
Norms and protocols are in place for data
analysis and action planning with all teams
On-going professional development to support:
* the development of assessments
* the scoring of assessments
* the analysis of data
* the development of action plans
* the on-going refining of instructional practice
needed to meet the needs of all students
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Looks like
Sounds like
Handout pg.13
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Looks like
Sounds like
Meet every Tuesday and Thursday
to review the next assessment or
to review the results of the last
assessment, etc. (DDI cycle)
“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…”
Design action plans together
Use an agreed upon protocol for
looking a student work
“67% of my students have
mastered identifying the main idea.
By the end of this next unit, I am
hoping to be at 100%.”
Record keeping that includes
student achievement, instructional
strategies developed, etc.
“I am wondering about…could you
give me some thoughts or
suggestions?”
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What are the beliefs, values, and
practices present within a Data Driven
Instruction model?
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Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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What is the role of leadership in this data
driven process?
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What requires facilitation?
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What requires accountability?
Handout pg.14
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Develop a data driven instruction
implementation calendar that includes time for:
 Assessment development
 Assessment administration
 Assessment scoring
 Assessment analysis (one-on-one & team)
 Instructional action plan development
 On-going PD to support each phase of the DDI cycle
Handout pg.15
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The principal ensures that scheduled DDI
actions occur as planned
The principal monitors the implementation of
the instructional action plans by checking in
with teachers before/ after classes &/or during
mini-observations
The principal determines support needed for
successful implementation of the action plans
Handout pg.16
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Examples:
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Scheduling dates in the spring for the next year
(calendar)
Scheduling “sacred” uninterrupted time to be in
classrooms talking with teachers about student
progress on assessments
Your turn…
(What else would help?)
Handout pg.16
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What is the role of leadership in this data
driven process?
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What requires facilitation?
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What requires accountability?
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 Where
are you now?
Data
Driven
Culture
 What
could be
next steps?
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What support
is needed?
Common
Assessments
Leadership
(Facilitation &
Accountability)
Handout pg.17
Analysis
Action
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Take a few minutes to respond to the
questions on your “Ticket Out the
Door.”
The thinking you share will help to
guide our next sessions together.
Thank you!
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October 21- Rigorous Data Meetings:
(ISC-A)
Support & Accountability
December 5 – Analysis Into Action: Using
(ISC-A)
Common Assessment Results
On-going follow-up support with regional
cluster groups and/ or in-districts
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Use the reflection tools to reflect on your
district’s current system
Bring to the next session
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