february 26, 2014 (elementary) february 27, 2014 (secondary) dca – session 2
TRANSCRIPT
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 [email protected] 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.