Data Driven Instruction: Using
Common Assessment Results
March 27, 2012
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Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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A favor
http://www.youtube.com/watch?v=ad5pKiflw
ew&feature=related
What are his beliefs?
What does he do?
 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
Teacher/
Leader
Effectiveness
Common
Core State
Standards
Evidence of
Student Learning
Data Driven
Instruction
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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
Draw a picture or symbol for each
Grades PK-5:
50% Literary
Text
50%
Informational
Text
Grades 6-12:
70%
Informational
Text by 12th
Grade
Balance of Just Right Text and Grade Level Text (with high
levels of support for access to higher level text)
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.
To Persuade
Grade 4 30%
Grade 8 35%
Grade 12 40%
To Explain
35%
35%
40%
To Convey Experience
35%
30%
20%
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.
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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?
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Describe examples of evidence of the
6 shifts you might see when looking
at student work.
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 ELA
writing task
 Math
 ELA
writing task
reading task
 Science
 SS
task
Task
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What can the student do?
What is missing?
Student Name:
----------------------------Student Name:
-----------------------------
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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
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Notice patterns that are emerging
from the data
Identify logical starting point(s)
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Choose a focus area

Brainstorm strategies

Choose 1-3 strategies to start with
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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?
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Implement plan… and the cycle
continues…. 
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Harpursville Elementary- Next Steps
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Union Endicott Middle School- Next Steps
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Vestal Middle School- Next Steps
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Review the student responses
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Label each shift that you see on the samples
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DATA DRIVEN DIALOGUE
By BRUCE WELLMAN & LAURA LIPTON
Exploring/
Discovering
Organizing/Integrating
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?
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?
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?
When we serve as a TEAM,
There are:
Benefits for the members
Benefits for the team
Benefits for the school district
Benefits for the CHILDREN
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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
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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
Powerful
 Inquiry based
 Positive
 Impact teaching and learning…..
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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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Where are you now?
What could be
next steps?
What support
is needed?
Data
Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
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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
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What do we have in place?
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Where are our strengths?
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What can we start with?
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What needs to be scheduled?
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What PD will be needed?
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Who can provide this?
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On-going follow-up support with regional
cluster groups and/ or in-districts
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Regional Literacy Task Development
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Regional Math Task Development
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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
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 
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