Ddi Ppt Final

7/30/2019 Ddi Ppt Final

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The Power of the Question:

Data Driven Instruction in MathDecember 12, 2012

Sponsored by:

Friends of Education, Beth TopolukStudent Achievement MN, Glory Kibbel


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Olga Canning, Title 1 Math Teacher, St. Croix

Preparatory Academy Lisa Heathcote, Lower School Director, St. Croix

Preparatory Academy

Lori Magstadt, Academic Specialist, Cologne Academy

Maggie Rowan, Curriculum Coordinator, AspenAcademy

Facilitators for today:


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Introduce yourself

Share your Data Driven Instruction story: What data-driven systems are in place at your school?

Introductions


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Understand rationale for the Power of the Question

through DDI Understand the importance of Standards Focused

Instruction/Assessment

Identify appropriate questions for interim

assessments Utilize the Power of the Question: Rigor and Depth of

Knowledge Question

Identify and Utilize DDI tools and resources

Participant Objectives:


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Data Driven Instruction

Rationale

Definition

Objectives


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The philosophy that schools should constantly focus on

one simple question:

Are our students LEARNING?

What is data driven instruction?


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1. Assessments: Create rigorous interim assessments that

provide meaningful data. Build by borrowing: Identify andimplement best practices from high-achieving teachers andschools

2. Analysis: Examine results to identify strengths andshortcomings

3. Action: Teach effectively what students most need tolearn4. a Data-driven CULTURE: Build an environment in whichdata driven instruction can survive and thrive

The Four Key Principles:


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Curriculum Alignment


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Standard Benchmark Description Skill Q # Question

STAN

DARD1.1.1

Count,compare

andrepresentwhole

numbersupto12

0,

withanemphasison

groupsof

tensandones. 1.1.1.5 Compare &

Order Numbers

Compareandorderwholenumbersupto

100.

compare andorder numbers upto 100 15Fill in the missing number.__________ comes just after 8.

1.1.1.5 Compare &Order Numbers

Compare usingordinal numbersand location

("left" and"right") 22The __________ plate from the left has a cherryon it.

1.1.1.5 Compare &Order Numbers

Compare usingordinal numbersand location("left" and"right") 25The 3rd butterfly has lost a wing.Circle the 5th butterfly.

Understanding By Design


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Understanding ByDesign

A Teachers Story

InitialInstruction

withTeacher

Review with

TeacherAssistant

Worksheet/formative

Assessment

Game/Activity that

reinforcesthe skills


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Number of Students within each10% bracket in First Grade

First Grade Math

Pretest

0

5

10

15

20

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Results for 1st

Grade Math Pretest


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Number of Students within each10% bracket in Second Grade

Second Grade

Math Pretest

0

5

10

15

20

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Results for 2nd

Grade Math Pretest


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Number of Students within each10% bracket in Third Grade

Third Grade Math

Pretest

0

5

10

15

20

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Results for 3rd

Grade Math Pretest


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Number of Students within each10% bracket in Fourth Grade

Fourth Grade

Math Pretest

0

5

10

15

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Results for 4th

Grade Math Pretest


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Number of Students within each10% bracket in Fourth Grade

Fifth Grade Math

Pretest

0

1

2

3

4

5

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Grade Math Pretest


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Number of Students within each10% bracket in Sixth Grade

Sixth Grade Math

Pretest

0

2

4

6

8

10

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Grade Math Pretest


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Number of Students within each10% bracket in Seventh Grade

Seventh Grade

Math Pretest

0

1

2

3

45

6

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Grade Math Pretest


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Number of Students within each10% bracket in Eighth Grade

Eighth Grade

Math Pretest

0

0.5

1

1.5

2

2.53

3.5

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Grade Math Pretest


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Student Name:Interim 4: Score:Reading:

School Year: 2012-2013 Mathematics:Beginning date of plan: September 2012

Individual Student Learning Plans

ACADEMIC GOALSSubject Fall

Score

Spring

Score

Academic Goals & Strategies Monitoring Date TeacherComments

Progress

Status*

I S MReading The teacher will help the student reach this goal through

various strategies including;

Direct instruction of SRA language arts curriculum

Ability based small and large group instruction

LEXIA an individualized computer based reading

program

Independent Reading Projects

Modified Spelling

Progress Monitoring

will occur at least

quarterly using interim

assessments in

Reading.

*

Math _________ goal will be met by engaging in teacher directedinstruction, participating in small group math activities, using

the IXL website in school and at home, and reviewing

previous lessons by completing extra practice worksheet

packets and homework assignments.

Progress Monitoring will occur at

least quarterly using interimassessments in Math.

*


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Student average on standardstaught since the beginning ofthe school year

KindergartenMath Interim 1

Report

0%

20%

40%60%

80%

100%

120%

Pretest

Interim 1


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Third Grade Math

Interim Results0%

10%20%30%

40%50%60%70%80%90%

100%

3.1.

1.310,000

3.1.1.4Round

3.1.1.5

3.1.1.2

PlaceValue

3.1.1.1

3.1.2.2Real-

Pretest

Interim 1


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Fifth Grade Math

Interim 1 Report0%

20%40%

60%

80%

100%

120%

Pretest

Interim 1


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Eight Grade Math

Interim 1 Report0%

10%20%30%40%

50%60%70%80%90%

100%

Pretest

Interim 1


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Standards (and objectives) are meaningless until you

define how to assess them.

Because of this, assessments are the starting pointfor instruction, not the end.

Assessment Drives Instruction


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Shift in focus from what was taught to what was

learned. Common interim assessments within grade levels and

across the grade levels.

Dont analyze without action

Assessments are not the end of the teaching andlearning process; they are the starting point.

Ah-Ha Moments


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Data-driven instruction thats implemented properly

does not require teacher buy in, it creates it.

Data-driven instruction allows us to find the holesor gaps in our teaching which will make us better

educators and our students better learners.

Ah-ha Moments cont.


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Principles for Effective Assessments

COMMON INTERIM:

At least quarterly

Common across all teachers of the same grade level

DEFINE THE STANDARDSALIGNED TO:

To state test (format, content, & length)

To instructional sequence (curriculum)

To college-ready expectations


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REASSESS:

Standards that appear on the first interimassessment appear again on subsequent interimassessments

WRONG ANSWERS:

Illuminate misunderstanding

TRANSPARENT:

Teachers see the assessments in advance

Assessments:


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1. 50% of 20:

2. 67% of 81:

3. Shawn got 7 correct answers out of 10 possible answers on his science test. What percentof questions did he get correct?

4. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leadinginto the NCAA tournament in 2004, he made 97 of 104 free throw attempts. Whatpercentage of free throws did he make?

5. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leadinginto the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the firsttournament game, Redick missed his first five free throws. How far did his percentage dropfrom before the tournament game to right after missing those free throws?

6. J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage.Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage? In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What

are their new overall shooting percentages? Who is the better shooter? Jason argued that if Paul and J.J. each made the next ten shots, their shooting

percentages would go up the same amount. Is this true? Why or why not?

The Power of the Question:Analysis of Math Assessment Items


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In an open-ended question, the rubric defines therigor.

In a multiple choice question, the options define the

rigor.

Assessment Big Ideas:


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Are questions aligned in CONTENT? What is theinterim assessment missing?

Are questions aligned in FORMAT/LENGTH?

Are questions COLLEGE-READY expectations?

As you write questions:


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What verbs and nouns are used?

What do these mean to you?

What do these mean to a student?

What should the student be able to DO?

How does this inform your assessment andinstruction?

What do the standards really mean?


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Standard: 1.1.2.2Compose and decompose numbers up to 12 with an emphasis on making

ten.

Strategies students need to master this standard: solve addition and subtraction problems using a variety of thinking strategies solve addition and subtraction problems in part-part-total, adding to, taking away

from and comparing situations explain how they solved adding to, part-part-whole, taking away from, and

comparing problems combine and partition numbers to 12 without counting by ones. For example,

recognize that 6 is 5 and 1, 3 and 3, 4 and 2, etc. composing and decomposing is continued to all numbers to 12 use doubles and doubles plus 1 to find ways to break numbers apart and put them

together. For example 7 can be seen as double 3 plus one or 4 and 3.

Strategies within standards

I i i g G t Thi ki g


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Bloom: What type of thinking (verbs) is needed to

complete a task?

Webb: How deeply do you have to understand thecontent to successfully interact with it? How

complex or abstract is the content?

Inspiring Great Thinking:Blooms Taxonomy of Thinking /

Webbs Depth of Knowledge


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The intended student learning outcome determines

the DOK level. What mental processing must occur?

NOTE: Verbs may appear to point to a DOK level, butit is what comes after the verb that is the bestindicator of rigor/DOK level.

Example: Describe the Republican/Democratic party ORDescribe how the Republican and Democratic party are

alike and different.

Depth of Knowledge is about depth& complexity not difficulty


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DOK 1: Recall / Reproduction

DOK 2: Basic Application of Skills / Concepts

DOK 3: Strategic Thinking

DOK 4: Extended Thinking

DOK Levels


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Review Increasing Rigor Document with others from

your subject area or grade level.

Put a question mark next to activities that you want tounderstand more deeply in order to implement effectively.

Put a star next to activities that sound particularly doablefor you that you want to implement on a regular basis inyour classroom.

Increasing Rigor Using Data-DrivenBest Practices:


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Test Specifications

Learning Point Navigator Saxon Test Generator CD

STEM

SciMathMN

Interim Assessment Resources


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http://education.state.mn.us/MDE/EdExc/Testing/TestSpec/

Test specifications are specific rules and characteristicsthat guide the development of a tests content and format

They indicate which strands, sub-strands, standards andbenchmarks will be assessed on the test and in whatproportions.

Test specifications are excellent tools for gaining an in-depth understanding of the content and format of thetests.

Test Specifications
http://education.state.mn.us/MDE/EdExc/Testing/TestSpec/http://education.state.mn.us/MDE/EdExc/Testing/TestSpec/http://education.state.mn.us/MDE/EdExc/Testing/TestSpec/


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Grade 3 Item Counts by Standard


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Range of Items Per Strand


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Type and Number of Items


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Context and Item Limitations


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Cognitive Complexity


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Learning Point Navigator

https://mn.learningpointnavigator.com/Home.aspx

https://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspxhttps://mn.learningpointnavigator.com/Home.aspx


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Saxon Test Generator CD Software



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The ExamView Assessment Suite


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ExamView Test Generator


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STEM (Science, Technology, Engineering and

Mathhttp://www.mn-stem.com/

http://www.mn-stem.com/http://www.mn-stem.com/http://www.mn-stem.com/http://www.mn-stem.com/http://www.mn-stem.com/http://www.mn-stem.com/


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SciMathMN

http://www.scimathmn.org/stemtc/

http://www.scimathmn.org/stemtc/http://www.scimathmn.org/stemtc/http://www.scimathmn.org/stemtc/


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1. Decide what date you will give the assessment.

2. According to your curriculum map, select thestandards that you will have already taught.

3. Select how many questions of each standard and towhat depth level you want your questions in each

standard.4. Using the question bank provided or the test

resources and select questions.

Your Turn: Assessment Writing


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What are my big takeaways for leading the use of

quality assessments in my school?

What questions do I have and what things do Iwant to learn to be an even more effective leaderin this area?

What materials and resources are available tosupport me in this area?

Personal Reflection


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What are our shared understandings of key action

steps listed in this workshop that we are going toimplement in your school?

As a School

Ddi Ppt Final

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