Dunbar Vocational Career
Academy High School
Quarterly Interim Assessments &
Data Driven Instruction
SLCs & Departments
Essential Questions
• What are the data driven instruction
protocols?
• How do I improve my instruction using
assessment data?
• How can we leverage Teacher Cooperative
Teams (SLCs & Departmens) to improve
individual teacher instruction?
Objectives
Instructors within each SLC & Department will
be able to …..
• understand the item analysis process
• differentiate between what type of reteaching is needed: whole class, groups, or
individual
• complete the prediction inventory for the
interim assessment (bring to next week’s SLC
& Departmental meeting)
Implementation
Data Driven Instruction (DDI) Protocols:
1. Predicting Task Protocol
2. Test-in-Hand Analysis Protocol
3. Student Reflection Protocol
4. Results Meeting Protocol
5. Re-teaching Lesson Planning Protocol
Technology Support:
Curriculum Information Management
• CIM (Curriculum Information Management)
• Part of the IMPACT Suite
• Will give you access to student data from your
rosters: Standardized exams, interim exams,
and YOUR OWN exams
• Follow up session
Instructional Support
• Key Performance Indicator (KPI): Curriculum
Alignment to CRS and skills attainment
• Choosing readings that are aligned to specific
skills (Level 1 and Level 2)
Review: Item Analysis
• Item Analysis:
Looking at HOW students
responded & WHAT answers they chose to get
insight on your teaching
• Helps you determine the quality of the exam
• Can be done with multiple choice (CIM, Excel)
and rubrics (Rubistar.com)
What to Do?
Look at Student Groups.
Look at the “spreads” of answers:
Type of Spread
Meaning
One strong answer
Many students know; others
may have a misconception or
don’t know
Split answer
Clear misconception; review
answer choices
Guessing; cannot conclude
instruction was effective
Poor distractor
Evenly distributed
Answer choice not
chosen
Example: Humanities - Inferring
What do we see?
None of the answers are over 50% of student
selecting the correct answer
What might we conclude?
• The skill has not been taught (not an exam
issue)
• Students are guessing (even spread)
• Question 24 was more difficult (why?)
You Try
Look at Prose Fiction – Inferring (3 minutes in
your SLC or Department)
What to Do? Look at Student Groups.
Look at the “spreads” of answers:
Type of Spread
Meaning
One strong answer
Split answer
Evenly distributed
Answer choice not
chosen
Many students know; others
may have a misconception or
don’t know
Clear misconception; review
answer choices
Guessing; cannot conclude
instruction was effective
Poor distractor
You Try:
Debrief with your Team….
What did you see?
About ½ of students consistently replied
correctly
What might we conclude?
• Some students have the skill; others don’t
• Question 5 was difficulty (why?)
What’s the Next Step?
Individually as a part of your Department or SLC:
1. Look at the questions to identify
misconceptions and strategies
2. Create a re-teaching (corrective instruction)
plan
3. Look to see which students chose which
answers
4. Ask the students why they missed the
questions
I. Look at the Questions
Performance on an exam does not tell you
WHAT to teach specifically – it just gives you a
general area to target….
Example: Humanities - Inferring
Looking at the Questions……
• Turn to page 28 and 29
• Look at Q 17, Q 21, Q 24, and Q 25
– What do you see?
– What can you conclude?
What Do You See?
• The text is simple and straightforward
• The questions require students to understand
SPECIFIC details in the text (evidence)
II. What Do I Re-Teach?
1. Students need to understand that even if
something does not appear directly in the
text, there must be some supporting detail…
2. Students need to ID supporting details and
make some type of inference…
3. Students must be able to discriminate
between details that actually occur in text
and an inference…
Who Do I Re-Teach?
• Whole Group: Few students show evidence of
mastering the skill; provide these students
extension activities while re-teaching
• Group Instruction: Provide a differentiated
assignment, targeting needs of specific groups
(usually cannot be beyond 3 things)
• Individual Instruction: Create spiraled activities,
so students continue to practice as well as pullouts or tutoring
Tips for Re-Teaching….
• Be VERY selective
• Start as simple as you can and move up
Picture books
Problems with numbers, then converted to
variables
One paragraph readings as opposed to an article
or text book
• Refer to previous assessment and assess at
each step
On Your Own (20 minutes)
• In a group of 3 or 4 select 2 groups of
responses from Reading or Math
• Complete an item analysis:
What do you see in the data?
What did you learn from the questions?
What would you re-teach?
Who would you re-teach?
Share Out (15 Minutes)
Back to the Beginning
• What are the data driven instruction
protocols?
• How do I improve my instruction using
assessment data?
• How can we leverage Teacher Cooperative
Teams to improve individual teacher
instruction?
Implementation
Data Driven Instruction Protocols:
1. Predicting Task Protocol
2. Test-in-Hand Analysis Protocol
3. Student Reflection Protocol
4. Results Meeting Protocol
5. Re-teaching Lesson Planning Protocol
Process: Step 1 - Prediction Task
• Developing a “natural” quarterly cycle
• Prediction: Look at the exam and predict how
students will do (Interim exam)
 Assignment: Complete the prediction protocol
for your students using the interim exam. Bring
back to PD next Friday.
Process: Step 2 – Test in Hand
1. With your student results, check your
predictions
2. Were they accurate? Why (not)?
Process: Step 3 – Student Reflection
• Have students reflect on their exam
performance – don’t just hand back the test
• What did I miss?
• Why did I miss?
• What do I have to understand to move on?
What do I specifically need help with?
Process: Step 4 - Results Meetings
Work with your SLC and your Dept. team
asking…
• Was our curriculum aligned? Did we touch on
the right things or just a lot of things?
• Were there some approaches that did better
than others?
• What revisions do we need to make to
curriculum/exams?
• How can we support each other?
Process: Step 5 – Re-Teaching Plan
• Determine WHAT needs to be re-taught
• Determine WHO needs to be re-taught
Response To Interventions (RTI) &
Key Performance Indicators (KPI)
Objectives
Instructors will be able to….
• understand the item analysis process
• differentiate between what type of reteaching is needed: whole class, groups, or
individual
• complete the prediction inventory for the
interim assessment (bring to next week’s SLC
and Department meeting)