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DI

Data Inquiry

Data Driven Instruction “Data-Driven Instruction (DDI) is a precise and straightforward approach to improving student learning throughout the year. It’s a real way to gauge your students’ position and where they are headed – and to meet them where they are, whether behind or ahead of the curve.” – Engage NY Based on New York State Education Department turn-key training, the Data Driven Instruction model helps districts assess where they are with developing school-wide data use protocols that will directly impact classroom instruction and lead to improved student results. Sessions are designed to support district and building teams at every step of development of an effective data driven instruction model. Teams walk through the steps of self-assessing their current system and deepen their understanding of creating effective data reports, developing models for teacher analysis of the data and use of the data to change classroom instruction. District Teams are encouraged to attend the three modules together. These sessions are customized to districts. Please contact Dina Roselli at 914-345-8500, ext. 3130, droselli@swboces.org to schedule sessions for the DDI coaching model. Session One The Data Driven Instruction Model -Teams assess readiness and identify structures in place for developing data driven instruction within their district and schools. Assessment, analysis and action in a data-driven culture are explored as the foundational pieces for building an effective data driven instruction model. Teams identify data collected within their school and explore the NYSED assessment/data plan. Session Two Effective Analysis – What happened and why? Teams look closely at the process of analyzing assessments at the district, school and teacher level. Session two focuses on good practices in analysis and pitfalls to avoid. Our work together will include a careful analysis of math questions in light of the Math Common Core Learning Standards shifts. Session Three Moving from Assessment to Action – Participants will work with one page data reports that focus on organizing data at the question-level, standards level, individual student and class level. Resources for guiding teachers in analyzing their results and protocols for data driven conversations will be provided to guide districts in helping teachers use data to change instruction and close gaps for students. Data Driven Instruction for Continuous Improvement Customized District Support for Established Data Teams Using Data to Improve Achievement These sessions are customized to districts. Please contact Dina Roselli at 914-345-8500 ext. 3130 to schedule sessions for using DDI for Continuous Improvement. Characteristics of Exemplary Formative Assessment: • Track CCLS implementation progress • Diagnostic – cover prerequisite skills and concepts • Written backwards – to identify students who lack skills we know how to fix • Used to assess the efficacy of specific instructional interventions • Trait scoring (rather than holistic) to identify why students miss questions • Teachers are active participants in collecting the data: observation, conferencing • Differential item analysis to generate hypotheses about instructional needs • Reports use most recent standardized test data as baseline to track growth by student and class • Interactive building, teacher and class reports including graphs that track progress • Individual student/ parent reports that identify strengths and areas in need of improvement • Used to guide staff development efforts Characteristics of Exemplary Summative Assessment Reports: • At the beginning of the school year we connect the test data from last year with program and instructional Improvement efforts to determine what was and was not successful in improving achievement. This includes calculation of Perform ance Index (PI) scores and Adequate Yearly Progress (AYP). • In what grades and subjects did a district/school/grade do well? What areas are in need of improvement? • Track both achievement and growth with tables and graphs • Common metric (percentile ranks) used in grades 3-12 across subjects • Item analysis reports that compare (relative to other teachers in the school and region) • student achievement on specific questions and clusters of questions • teacher success with specific groups of students (e.g. former ELL, high-achieving students)

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Professional development catalog 2015 16  

This 95-page catalog is chock full of information on an array of workshops available to teachers and administrators in the southern Westches...

Professional development catalog 2015 16  

This 95-page catalog is chock full of information on an array of workshops available to teachers and administrators in the southern Westches...

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