Decision Making for Results
(DMR Process)
Inquiry
5. Results
Indicators
4. Research
Based
Strategies
1. Treasure
Hunt/Collect
and Chart Data
2. Analyze and
Prioritize
3. Goals SMART
DMR PROCESS (drilling down)
• School DMR roadmap – priority standards -Writing - unwrapped standard
• Grade Level Data Team DMR – Argumentative Writing
• Data Team Focus:
– Statement/Purpose/Focus/Organization
– Language/vocabulary, elaboration of evidence
•
•
•
•
•
Find/create assessment
Find/create a rubric
Administer assessment
Score/analyze assessments
Submit scores
DMR – Continuous Process
Replicate, Improve, Change
Data Team Goals
Steps 1 and 3 connect
Step 1. Collect and Chart the Data
Teacher
Number
of
Students
Superman 25
Wonder
Woman
27
Number
of Students
Proficient
Percentage
of
Student s
Proficient
Advanced
Proficient
Close
Far to go
Intensive/
Extensive
13
52%
1
12
6
3
3
Peter
Jan, Kia, Cindy,
Marsha, Greg,
Alice, Mo, Jo,
Joe, Lu, Si, Lisa
Betty, Ari
Boop, Sue,
Laura, Benji,
Shakira,
Beyonce,
Cleo
Mike K.
Vince
Nick
0
7
7
7
6
Potsy, Fonzy,
Richie, Lenny,
Squiggy, Ann
Laverne
Pablo, Uri
Dora, Mick
Diego, Boots,
Shae
Alpha, Epsi
Beta, Zeta
Gamma,
Delta, Eta
Huey, Duey,
Louie, Chewy,
Marvin,
Monte
5
5
10
5
4
John E.
John F.
Shannon
Shirley
Shiloh
Carrie, Blake,
Miranda,
George
Capri, Mars,
Cara, Vera,
Phie, Zues,
Venus, Vera
Pluto, Uriah
Pashia,
Patty,
Jason,
Pete,
Tina
Hank, Henry,
Helen, Otis
3
6
8
2
6
Betsy
Ross
Liberty
Alex, Will,
Pippa, Kate,
Dianna, Harry
Albert, Ana
Aloe, Mary T.
Bill, Chelsea,
Willie, Mia
Carol
Mike B
Grumpy,
Sleepy, Happy,
Doc, Sneezy,
Bashful
*37%
9
9%
30
28%
31
29%
17
16%
19
18%
* See Step 3
(do not omit this
group)
7
Mrs.
29
Incredible
10
The
Hulk
25
9
Team
Mini Super
Heroes
106
39
26%
34%
36%
Step 2. Analyze and Prioritize
Performance Behavior
Proficient:
(identify the concern)
Inference – Root Cause (high level analysis)
(Strengths)
•Transitional strategies
•Logical progression of ideas
-------------------------------------------------------------------------------------------------
(Obstacles or Next Steps)
•Alternate/Opposing view points
•Introduction/Conclusion – audience and purpose
Close:
(Steps 2 and 4 connect)
•Students understand how to connect ideas
•Students understand sequence
------------------------------------------------------------------------------------------------•Do not understand how to clearly address opposition or offer a rebuttal
•Do not understand how to “hook” an audience
(Strengths)
•Use of transitions
•Introduction
•Students understand how to connect ideas
•Students connect to topic
-------------------------------------------------------------(Obstacles or Next Steps)
-----------------------------------------------------------------------------------------------
•Claim is not sustained
•Weak conclusion
•Do not understand how to support/sustain an idea/claim with evidence
•Do not understand how to end an argument
Far to Go:
(Strengths)
•Focused on claim
•Introduction
•Understand and connect to prompt
-------------------------------------------------------------
-----------------------------------------------------------------------------------------------
(Obstacles or Next Steps)
•Claim is not sustained
•Use of transitions
•Weak Conclusion
•Uneven progression of ideas
•Do not understand how to develop a claim and ideas
•Do not understand how to connect ideas
Intensive/Extensive: (Strengths)
•Response related to prompt
--------------------------------------------------------------(Obstacles or Next Steps)
•Claim is confusing
•Outside ideas interfere
•Few or no transitions
•Understand prompt
----------------------------------------------------------------------------------------------•Do not understand how to develop a claim and ideas
•Do not understand how to connect ideas
Step 3. Goal (Set, Review, Revise)
S
Percentage of
pecific
M
easurable
A
R
T
Mini Super Heroes scoring at
proficiency or higher in Argumentative writing,
statement/purpose, focus/organization will increase
ttainable
from *37% to ?% by August 28 as measured with
elevant
writing prompt administered on August 31.
imely
with Argumentative Rubric- statement, purpose,
focus, organization.)
Steps 3 and 1 connect
(Scored
*See Step 1
Step 4. Research Based Strategies
Steps 4 and 2 connect
Revisit need (step 2)
Brainstorm researched based strategies
Narrow and select due to impact
Develop shared understanding
Plan
Proficient
• Socratic Seminars
• Cubing
• Questioning
• 3 x days 1, 3, & 5
• Time weekly – questions
• Advance Organizers
worked examples
• Questioning – audience
hooks, questions, quotes
• 3 on days 2, 4, & 6
• articles from text
• writing demonstration
Close
• Note taking – outlining
• Questioning
• Clearly stated learning objective
• Days 1 & 2 for 5 minutes
writing demonstration
• Days 3 & 4 Guided Practice
Far to Go
• Note taking – outlining
• Questioning
• Clearly stated learning objective
• Days 1 & 2 for 5 minutes
writing demonstration
• Days 3 & 4 Guided Practice
Extensive/Intensive
• Questioning and Self questioning
• Worked examples
• Graphic Organizers (Venn Diagram)
• Days 1, 2, 3 & 5 (last two are guided)
• 5 minute lessons
• “hot” topics (uniforms, homework,
extended summer vacation)
Step 5. Results Indicators
- Impact on Learning (step 2)
- Effectiveness of Use (step 4)
“If we ___________ then ___________.”
Proficient
Socratic Seminars:
• Students will engage in argumentative discussion
• Students will address opposing viewpoints in writing
• Students will introduce/facilitate argumentative dialogue
Worked Examples:
•Students understanding how to engage a specific audience
• Students use appropriate introductions/conclusions in writing
• Demonstrations connect audience with introduction/conclusion
• Writing demonstrations include multiple examples
Close
Note taking/outlining:
• Students understanding that claims must be supported with evidence
• More claims sustained in writing examples
• Demonstrations/metacognition show how to support claims with evidence
• Outlines used in demonstration when developing claim
Far to Go
Note taking/outlining:
• Students understanding that claims must be supported with evidence
• More claims sustained in writing examples
• Demonstrations/metacognition show how to support claims with evidence
• Outlines used in demonstration when developing claim
Intensive/Extensive
Worked examples/self questioning:
• Students making a solid claim/taking a solid stance on a topic
• Written claims able to be supported by evidence
• Evidence that will identify claims/ claims supported by evidence
• Gradual release of responsibility in instructional plan
Step 6. ORAC
Observe – Reflect – Adjust - Celebrate
IMPACT
Are we seeing an impact on learning?
Are we seeing an impact on performance?
Yes
Some
No
Teachers, impact
•Celebrate
• Effectiveness (step 4)
• Shared understanding
in relation (step 2)
• Fidelity of implementation
• Revisit step 2
• Revisit list step 4
Stay the course
Mid-course Corrections Made
Mid-course Corrections Made