Data Driven Instruction: Using
Common Assessment Results
December 5, 2011
1

It’s ok to start where it “makes sense.” Thank
you for that…

More opportunities to talk and reflect

Come visit!

How do we go about familiarizing staff with
this?
2
Where are
you coming
in?
7
Data Driven
Culture
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
8
Where are
you coming
in?
Liz Dozier - Lead
Presenter
Shannell Jackson
Marc Etienne
Nate Franz
Alex Guerrier
 Relationships
matter
 It’s
about going from the “what” to the
“why”
 Practice
needs to be targeted
 Practice
needs to simulate assessment
rigor
 Set
specific goals that can be tracked
 Teacher
ownership = student results



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
Data Driven
Instruction
Teacher/
Leader
Effectiveness
College &
Career Ready
Students
Common
Core State
Standards
14




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?
15
What the student does..
What the teacher does…
Adapted from slides found here:
http://engageny.org/resource/common-core-professional-development-kit/
What the Student Does…
What the Teacher Does…
•Build background knowledge to
increase reading skill
•Exposure to the world through
reading
•Apply strategies to reading
informational text
•Provide students equal #s of
informational and literary texts
•Ensure coherent instruction
about content
•Teach strategies for
informational texts
•Teach “through” and “with”
informational texts
•Scaffold for the difficulties that
informational text present to
students
•Ask students, “What is connected
here? How does this fit together?
What details tell you that? “
What the Student Does…
What the Teacher Does…
•Become better readers by
building background knowledge
•Handle primary source
documents with confidence
•Infer, like a detective, where the
evidence is in a text to support an
argument or opinion
•See the text itself as a source of
evidence (what did it say vs. what
did it not say?)
•Shift identity: “I teach reading.”
•Stop referring and summarizing
and start reading
•Slow down the history and science
classroom
•Teach different approaches for
different types of texts
•Treat the text itself as a source of
evidence
•Teach students to write about
evidence from the text
•Teach students to support their
opinion with evidence
•Ask : “How do you know? Why do
you think that? Show me in the text
where you see evidence for your
opinion.”
What the Student Does…
What the Teacher Does…
•Read to see what more they can
find and learn as they re-read
texts again and again
•Read material at own level to
build joy of reading and pleasure
in the world
•Be persistent despite challenges
when reading; good readers
tolerate frustration
•Ensure students are engaged in
more complex texts at every
grade level
•Engage students in rigorous
conversation
•Provide experience with complex
texts
•Give students less to read, let
them re-read
•Use leveled texts carefully to
build independence in struggling
readers
•More time on more complex
texts
•Provide scaffolding
• Engage with texts w/ other
What the Student Does…
What the Teacher Does…
•Go back to text to find evidence to
support their argument in a
thoughtful, careful, precise way
•Develop a fascination with reading
•Create own judgments and become
scholars, rather than witnesses of the
text
•Conducting reading as a close
reading of the text and engaging with
the author and what the author is
trying to say
•Facilitate evidence based conversations
with students, dependent on the text
•Have discipline about asking students
where in the text to find evidence,
where they saw certain details, where
the author communicated something,
why the author may believe something;
show all this in the words from the text
•Plan and conduct rich conversations
about the stuff that the writer is writing
about
•Keep students in the text
•Identify questions that are textdependent and worth asking/exploring
•Provide students the opportunity to
read the text, encounter references to
another text, another event and to dig
in more deeply into the text to try and
figure out what is going on
•Spend much more time preparing for
instruction by reading deeply
What the Student Does…
What the Teacher Does…
•Begin to generate own
informational texts
•Expect that students will
generate their own informational
texts (spending much less time
on personal narratives)
•Present opportunities to write
from multiple sources about a
single topic
•Give opportunities to analyze,
synthesize ideas across many
texts to draw an opinion or
conclusion
•Find ways to push towards a
style of writing where the voice
comes from drawing on powerful,
meaningful evidence
•Give permission to students to
What the Student Does…
What the Teacher Does…
•Spend more time learning words
across “webs” and associating
words with others instead of
learning individual, isolated
vocabulary words
•Develop students’ ability to use
and access words that show up in
everyday text and that may be
slightly out of reach
•Be strategic about the kind of
vocabulary you’re developing and
figure out which words fall into
which categories- tier 2 vs. tier 3
•Determine the words that
students are going to read most
frequently and spend time mostly
on those words
•Teach fewer words but teach the
webs of words around them
•Shift attention on how to plan
vocabulary meaningfully using tiers
and transferability strategies
Draw a picture or diagram to show
the relationship between the 6 shifts.
23


Review the student work samples
Label each shift that you see on the work
samples
24



1. In teams of 3, begin to review student
writing samples for grade level of choice
2. Assign a recorder for your group
Create a T chart and draw conclusions about
student work:
What do these students know?
What can these students do?
25

Individual Teacher Analysis & Action Planning

Principal/ Teacher Data Analysis Meeting

Team Action Planning Meeting
26



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
27

Review the assessment given:
 What content and skills did the assessment measure?
 What common core standards are measured?

Determine how you can represent the data
easily for others to view it as well:



How can you quantify the results?
What specific skills will you report?
How can you show how each student scored?
29
Use:
◦ Tips for Effective Analysis Meetings (pg. 2)
◦ Note-taking sheet for the observer (pg. 3)
Taken from Driven By Data
Role-Play Procedure (ABC)*



A- Principal (facilitate the meeting)
B- Teacher ( sharing data analysis & action
plan thoughts)
C- Observer (takes notes to give feedback)
*(ABC=Rotate roles)

What happened?

What support would you need?

What support would the teacher need?
33
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






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






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…..

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?”
43



Where are you now?
Data
Driven
Culture
What could be
next steps?
What support
is needed?
Common
Assessments
Leadership
(Facilitation &
Accountability)
Analysis
Action
Handout pg.17
44




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

What do we have in place?

Where are our strengths?

What can we start with?

What needs to be scheduled?

What PD will be needed?

Who can provide this?
46


On-going follow-up support with regional
cluster groups and/ or in-districts
Regional Training Series Days 1-3 will be
repeat offerings beginning in February

Regional Literacy Task Development

Regional Math Task Development
47




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
49