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DCA – Session 2. February 26, 2014 (Elementary) February 27, 2014 (Secondary). House Keeping. Identify table leader (suggestion: someone who is tech savvy) Write leaders name, email address and grade level on post-it G ive post-it to Trish Lunch 11:30 – 12:30

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DCA – Session 2

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Dca session 2

DCA – Session 2

February 26, 2014 (Elementary)

February 27, 2014 (Secondary)


House keeping

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


Name that movie1

NAME THAT MOVIE

American Pie


Name that movie2

NAME THAT MOVIE


Name that movie3

NAME THAT MOVIE

Snakes on a Plane


Name that movie4

NAME THAT MOVIE


Name that movie5

NAME THAT MOVIE

The Matrix


Name that movie6

NAME THAT MOVIE


Name that movie7

NAME THAT MOVIE

The Exorcist


Name that movie8

NAME THAT MOVIE


Name that movie9

NAME THAT MOVIE

8 Mile


Name that movie10

NAME THAT MOVIE


Name that movie11

NAME THAT MOVIE

Independence Day


Objectives

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


Table discussion

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

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]

30 minutes


Data driven instruction

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 instruction1

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

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 attributes1

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

Data Driven Instruction: Team Members

  • Roles

    • Facilitator

    • Recorder

    • Time Keeper

    • Task Manager

  • All Data Inquiry Team members actively participate


Data driven instruction critical attributes2

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 attributes3

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

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

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 sequence1

Create a Scope & Sequence

Good News!!! It’s already been done.


Create a scope sequence2

Create a Scope & Sequence

Story of Units

Story of Ratios

Story of Functions


Create a scope sequence3

Create a Scope & Sequence


Create the blueprint

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 b efore you leave

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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