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Data Driven Instruction Plan

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April Christy

on 4 February 2014

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Transcript of Data Driven Instruction Plan


Data Driven
Instruction Plan

Standards-based education is the process of teaching, learning, and assessment that focuses on national, state, and local educational standards. Academic content standards are statements of what students are expected to know and be able to do at specified grade levels.
Standards-based and Data-Driven Instruction
Data-driven instruction and inquiry is a precise and systematic approach to improving student learning throughout the year. the inquiry cycle of data-driven instruction includes assessment, analysis, and action and is a key framework for school-wide support of all student success.
Why standards-based instruction?
When using standards-based instruction teachers, can align their assessments with the standards and know that they are teaching their students to meet the demands. Teachers are able to monitor and track student performance and plan focused instruction.
Why data-driven instruction?
Data analysis can provide a snapshot of what students know, what they should know, and what can be done to meet their academic needs. No single assessment can tell educators all they need to know to make well-informed instructional decisions, but using multiple assessments provide the means to make well-informed instructional decisions.
Data-driven instruction is scientific and consistent with how successful businesses have used data for decades in making decisions that increased their productivity.
1) Data Acquisition 2) Data Reflection 3) Program Alignment and Integration 4) Instructional Design 5) Formative Feedback 6) Test Prep

What is the relationship?
Standards-based and data-driven instruction both provide a guide to the teacher on what and how to teach, they just do it in a different way. Standards-based gives the specific things that students need to know and then the teacher decides how to go about that. Data-driven instruction provides the teacher with the data on what students already know, which tells the teacher where to start.
"A successful DDIS helps to translate summative achievement test data into formative data teachers and students can use to improve teaching and learning" (Halverson, 2005)

Halverson formats a large scale DDIS in 6 steps:
Data Acquisition: First, the administration needs to gather information. This will include: standardized test results (norm referenced and criterion), student placement and behavior records, budget information, demographics, classroom grades, master schedule, curriculum, and any other test data that can be provided. EX: A principal of a school in Arkansas gathers all of the above and has just received the schools data from the Arkansas Department of Education.

"The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) is comprised of criterion-referenced test (CRT) and norm-referenced test (NRT) components including the Augmented Benchmark Examinations at grades 3 - 8 and The Iowa Tests® at grades 1 - 2 and 9.

The Augmented Benchmark Examinations for grades 3 - 8 combine the CRT and NRT components. The Iowa Tests comprise the NRT component of the Augmented Benchmark Examinations."

Data Reflection: There are a variety of data storage and analysis programs, but districts or schools can also design a custom data system locally. EX: The school board or superintendent decides to purchase eScholar Vista Express as the data warehouse and analysis method for your district. The principal of the school decided that there would be two whole school meetings per year to discuss the data and instruction implementation (one at the beginning and one at the end). He left the dictation of regular meetings throughout the year to the grades/departments of his school.

Program Alignment: This is where the administration makes sure that all of the programs are still working according to the data and that the instruction matches with the program. If the programs don't work, change them.
1. Re-write/Tighten Objectives with Assessment in Mind.
-Write assessment of skills immediately after lesson.
-Connect objective to how the students will be assessed.

2. Do Now (brief 5-10 minute individual exercise to start class).
-Observe students answers during Do Now and note the ones that had wrong answers.
-Develop Do Now tracking sheets for teachers and students to show performance.
3. Questioning to Checking for Understanding & Increasing Engagement.
-Use cold call: avoid just calling on students with hands raised.
-Develop whole class responses to student answer to engage 100% participation (ex. snap if you agree, stomp if you don't).

4. Differentiated Instruction: Teaching Students at Different Levels.
-Create leveled questions for assessments.
-Use data (tracking sheets) to determine the degree of scaffolding/extra support each student needs.
- Create assignments with menu options by level (easy, medium, hard).
5. Peer-to-Peer Support Strategies.
-Have students teach part of the lesson to small groups of their peers.
-Observe student work carefully during independent work.

6. Student Self-Evaluation:
-Create weekly skills check with a tracking sheet: student track progress.
- Have students grade own paper based on rubric.

7. Exit Tickets:
-Grade immediately.
-Use to determine small group re-teach.

8. Homework:
-Create leveled homework (student-specific)
-Review problem areas within homework assignment in class.
Data-Driven Classroom Best Practices
Instructional Design: The programs have been either deemed working or stagnant. Instructional needs have been identified. Teachers will either continue on with the program, fine tuning instruction according to students needs OR everything will be redesigned all together. EX: The administration has recognized problem areas according to data analysis and partners with teachers to design instruction to better serve the students. The teacher's are left with much of the responsibility in relation to student based programs, but the administration takes a big part in relation to curriculum based programs.

Formative Feedback: Some sort of system must be created so that throughout the year everyone knows what is working and what isn't. This involves data acquisition and reflection, but not in the original manner. This information is specific to the programs being taken place at the school. There is an evaluation system for teachers and faculty meetings where data is collected by teachers and administrators and brought forward periodically to evaluate the functionality of the programs. Most schools find it too expensive to develop systematic feedback programs so they rely on anecdotal assessments.
EX: The principal works with the faculty (teachers, literacy coaches, etc.) to create an evaluation system. The alternative of the district buying a formatted evaluation system is too expensive.

Test Prep: Occurs throughout the year, but can also be focused in on the last couples weeks before the standardized tests are administered. This focus of this time is to teach students strategies for improving performance rather than strict instruction.
EX: As is typically, the system can be bought, but as a principal I would choose to leave the teachers room to prep students as they saw fit as long as they submitted plans for their intentions to do so.
What this means for the student...
students will be given work with a specific intent from the teacher (their answers will hold significant meaning for the assessor)
assignments/ tasks will be assessed for specific qualification (data-driven)
leveled work
peer and small group work and activities
student will answer questions from the teacher to assess specific goals
test prep and strategies

How are instructional decisions transformed by standards-based/data-driven instruction?
Provide the teachers with a guide of what needs to be covered.
Guide teachers throughout the year
Aim to get students to reach their highest potential.
Shows what the student currently knows and where they need to go.
The teacher can see where each student is and can then decide how to get them to where they should be.
How the data is used is the most important, not the amount.
-Students will perform tasks to show us what they know,
what they are able to do, and where the gaps are in their
-Each test question needs to be clearly aligned to a standard.
-Test questions should reflect standards, so teachers know
how much students are expected to know and be able to do.
***Assessments define standards and make them meaningful
-Teachers should get together within their grade levels, and
take action by looking at the whole group, then focusing
on key standards,
***Helps teachers to avoid being overwhelmed.

The New Instructional Leadership: Creating Data-Driven Instructional Systems in Schools

Software Enabling School Improvement Through Analysis of Student Data

Engage NY
Data Driven Instruction and Inquiry




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