Data Driven Instruction Initiative

Start with the Standards

• Systematically examine the MN State Standards for each subject (particularly Math and Reading) for each grade level.

• In which quarter do we teach each standard?

• Are there any standards not accounted for in our curriculum that we need to address?

• Are we spending large amounts of time on curriculum not mandated by the standards?

• Does it make sense to re-order any of the curriculum?

Work as grade-level teams, agree on the same level of rigor in lessons

Example: “Students will use percentages in a variety of situations.” Left alone, teachers might teach this standard to different levels.

A) What is 50% of 20?

B) What is 67% of 81?

C) Ann got 7 of 10 questions right on her test. What percent did she get correct?

D) Jon made 15 of 40 baskets. Tim made 13 of 25 baskets. Who had the better percentage?

Give Interim Assessments

• Questions assess students’ progress towards mastery of grade level state standards taught that trimester. Because it is an interim assessment, you would expect an interim score.

• Each assessment is tailored to the standards taught that trimester and is different than the previous/next trimester’s assessment. Scores from one trimester to the next cannot be compared because different standards are addressed.

• Enter data in a spread sheet

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 19

Darryl 22 92% 89% 91% H JMary 21 88% 89% 88% J BMichelle 20 83% 89% 85% J GJessica 20 83% 78% 82% J BNana 20 83% 78% 82% J C BZachary 20 83% 78% 82% H DMary 19 79% 78% 79% F G C BLucy 18 75% 78% 76% F F H J G CCharles 17 71% 67% 70% G D J C DLamar 19 79% 44% 69% H H J BSusan 17 71% 67% 70% G J J C BAshely 16 67% 67% 67% G G D C F DWaynon 17 71% 56% 66% G J H HYasmine 15 63% 67% 64% G H C B J C B ATerrell 12 50% 44% 48% F G B H A J B H J AJoseph 15 63% 22% 50% C F G NA B J C DSamuel 11 46% 22% 39% B H C G C F B ATOTAL CORRECT PER QUESTION 16 15 17 17 17 8 16 8 15 13 11 10 16 4 8 15 5 14

PERCENTAGE CORRECT BY Q: 94% 88% 100% 100% 100% 47% 94% 47% 88% 76% 65% 59% 94% 24% 47% 88% 29% 82%

Tier 1 Standards: Tier 2 Standards: Tier 3 Standards:Recall Stated Information: Character Description: Fact/Opinion:Main Idea: Most Important Detail: Author's Purpose:Sequence of Events: Sentence in Context: True/False:Supporting Details: Vocab in Context:Inference:

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Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Ashanti 45 90% 3.8 Shelton 44 88% 3.8 aMichelle 43 86% 2.5 b dJessica 41 82% 3.3 b bNi'mah 41 82% 3.0 b aOluyami 41 82% 3.0 Mary 40 80% 2.3 bNajla'a 39 78% 3.5 a d a bCharles 41 82% 3.0 a aLamar 37 74% 3.0 a a d a aImani 39 78% 3.0 c a Ashely 37 74% 2.8 aWaynon 39 78% 2.5 c d c bYasmine 34 68% 2.8 a a cTerrell 34 68% 3.3 d a aShantia 34 68% 2.3 cSundoes 32 64% 3.5 c c a d a bShannon 29 58% 2.0 d c c cAl-Quan 26 52% 2.0 c a a c dBrandon 24 48% 2.0 b a a c a c b bMudiwa 21 42% 1.8 a a d a bTOTAL CORRECT PER Q: 21 17 21 14 17 7 17 16 20 15 18 19 20 9 18 % CORRECT PER Q: 100% 81% 100% 67% 81% 33% 81% 76% 95% 71% 86% 90% 95% 43% 86%

% CORRECT BY STANDARD:

Repeated 5-1 Standards: 5-2 Standards:Initial Understanding (1,43,46): 73% S-V agree (12,13,30): Story elements (8,19,44):Recall stated info (8,45,49): 63% Capitalization (10,29): Summarizing (16):Predict & Hypothesize -- Vocabulary (2,3,17): Run-on/fragments (15,28,38):Punctuation (23,26,34,41): 86% Verb Tense (13,37):

75% 76%76% 52%81% 63%

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Reviewing & Using the Data

• Which students are doing well? Plan challenge activities, application of

concepts, or move on to new material.• Which students are struggling? Break down into smaller components.• Which concepts do we need to re-teach? Why? Analyze questions and student

mistakes to redirect teaching.

WEEK ZERO

Decide on your Pre-Assessments as a Grade Level Team. These are the simple assessments that you will use to group students on a short-term basis for Math.

Know what Math units you will teach the first 6 weeks of school.

WEEK ONECompare Singapore Math unit topics with

the MN State Standards–highlight the standards you are

covering in the first six weeks–stick to these standards

WHY?! So your Interim Assessment will match your curriculum

WEEK TWO and THREEMonday of Week Two – MATH Standards are due to

the Implementation Team

Teachers teach

Team creates

assessments

WEEK FOURStaff Meeting – Interim Assessment Preview

– Interim Assessments are given to grade level teams during the staff meeting

–Review the Assessments to remove, add, or change questions as needed

–Predict how your students are going to do

Finalized Interim Assessments need to be returned the next week

WEEK FIVE

Begin looking ahead. What will the second set of 6 weeks look like? Plan with your grade level team.

Staff Meeting. Final Interim Assessment is handed out and time provided to work with grade level partners to begin paperwork for students’ Individualized Curriculum Plans (ICPs).

WEEK SIX

Assessment Week – MATH ONLY

Test Your Students – All tests must be completed by Friday at 4pm

Staff Meeting Thursday – Time for grading Assessments and entering data

WEEK SEVENIndividual Interim Assessment Data Analysis Meetings

One-on-one meetings with Interim Assessment Team Leaders to discuss your data and create an action plan for challenging students, re-teaching students (targeted differentiation)

Staff Meeting – Work on ICPs as needed

WEEK EIGHT

Parent Conferences–Discuss ICP goals–Academic Need–Timelines–Who is responsible for what

Start re-teaching students as needed

Start challenging, supplementing as needed

WEEK NINE

The cycle continues…

Compare Singapore Math unit topics with the MN State Standards…

Assessments have different purposes

Pretest 24-13

31-12

9-2

205-18

Unit Assessments•Progress on curriculum content

Interim Assessments•Progress on MN State Standards•Leads to success on MCAs

NWEA

JOE MAUERMATH RIT Range 208-214

Numbers & Operations 197-209Geometry & Measurement 208-221

Data Analysis 210-221Algebra 204-216

INTERIM ASSESSMENTS vs NWEA MAP TESTS• Interim Assessments are standard-specific, rigorous, and

provide detailed data on each student• Interim Assessments allow teachers to create instructional

plans that keep MN Standards in the forefront, leading to success on the MCAs

• NWEA MAP questions a student is given may or may not correlate with MN Standards

• Teachers do not know specific questions each child is given on the MAP test (i.e. The teacher does not know if the low score in “Operations” is due to difficulty in subtraction or multiplication)

• MN State Standards are often at a higher level of rigor than the questions on the NWEA MAP tests.

Individualized Curriculum Plan (ICP)

• Instructional Goal - based on interim assessment data - primarily geared toward areas of academic

need but can also be for areas of recommended enrichment

• When/how it will be addressed- tutoring, small group instruction, Targeted Services, individualized learning contract, etc.

• Person(s) responsible