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Dunbar Vocational Career Academy High School

Dunbar Vocational Career Academy High School. Quarterly Interim Assessments & Data Driven Instruction SLCs & Departments. Essential Questions. What are the data driven instruction protocols? How do I improve my instruction using assessment data?

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Dunbar Vocational Career Academy High School

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  1. Dunbar Vocational Career Academy High School Quarterly Interim Assessments & Data Driven Instruction SLCs & Departments

  2. Essential Questions • What are the data driven instruction protocols? • How do I improve my instruction using assessment data? • How can we leverage Teacher Cooperative Teams (SLCs & Departmens) to improve individual teacher instruction?

  3. Objectives Instructors within each SLC & Department will be able to ….. • understand the item analysis process • differentiate between what type of re-teaching is needed: whole class, groups, or individual • complete the prediction inventory for the interim assessment (bring to next week’s SLC & Departmental meeting)

  4. Implementation Data Driven Instruction (DDI) Protocols: • Predicting Task Protocol • Test-in-Hand Analysis Protocol • Student Reflection Protocol • Results Meeting Protocol • Re-teaching Lesson Planning Protocol

  5. Technology Support: Curriculum Information Management • CIM (Curriculum Information Management) • Part of the IMPACT Suite • Will give you access to student data from your rosters: Standardized exams, interim exams, and YOUR OWN exams • Follow up session

  6. Instructional Support • Key Performance Indicator (KPI): Curriculum Alignment to CRS and skills attainment • Choosing readings that are aligned to specific skills (Level 1 and Level 2)

  7. Review: Item Analysis • Item Analysis: Looking at HOW students responded &WHAT answers they chose to get insight on your teaching • Helps you determine the quality of the exam • Can be done with multiple choice (CIM, Excel) and rubrics (Rubistar.com)

  8. What to Do? Look at Student Groups. Look at the “spreads” of answers:

  9. Example: Humanities - Inferring What do we see? None of the answers are over 50% of student selecting the correct answer What might we conclude? • The skill has not been taught (not an exam issue) • Students are guessing (even spread) • Question 24 was more difficult (why?)

  10. You Try Look at Prose Fiction – Inferring (3 minutes in your SLC or Department)

  11. What to Do? Look at Student Groups. Look at the “spreads” of answers:

  12. You Try: Debrief with your Team…. What did you see? About ½ of students consistently replied correctly What might we conclude? • Some students have the skill; others don’t • Question 5 was difficulty (why?)

  13. What’s the Next Step? Individually as a part of your Department or SLC: • Look at the questions to identify misconceptions and strategies • Create a re-teaching (corrective instruction) plan • Look to see which students chose which answers • Ask the students why they missed the questions

  14. I. Look at the Questions Performanceon an exam does not tell you WHAT to teach specifically – it just gives you a general area to target….

  15. Example: Humanities - Inferring Looking at the Questions…… • Turn to page 28 and 29 • Look at Q 17, Q 21, Q 24, and Q 25 • What do you see? • What can you conclude?

  16. What Do You See? • The text is simple and straightforward • The questions require students to understand SPECIFIC details in the text (evidence)

  17. II. What Do I Re-Teach? • Students need to understand that even if something does not appear directly in the text, there must be some supporting detail… • Students need to ID supporting details and make some type of inference… • Students must be able to discriminate between details that actually occur in text and an inference…

  18. Who Do I Re-Teach? • Whole Group: Few students show evidence of mastering the skill; provide these students extension activities while re-teaching • Group Instruction: Provide a differentiated assignment, targeting needs of specific groups (usually cannot be beyond 3 things) • Individual Instruction: Create spiraled activities, so students continue to practice as well as pull-outs or tutoring

  19. Tips for Re-Teaching…. • Be VERY selective • Start as simple as you can and move up • Picture books • Problems with numbers, then converted to variables • One paragraph readings as opposed to an article or text book • Refer to previous assessment and assess at each step

  20. On Your Own (20 minutes) • In a group of 3 or 4 select 2 groups of responses from Reading or Math • Complete an item analysis: • What do you see in the data? • What did you learn from the questions? • What would you re-teach? • Who would you re-teach?

  21. Share Out (15 Minutes)

  22. Back to the Beginning • What are the data driven instruction protocols? • How do I improve my instruction using assessment data? • How can we leverage Teacher Cooperative Teams to improve individual teacher instruction?

  23. Implementation Data Driven Instruction Protocols: • Predicting Task Protocol • Test-in-Hand Analysis Protocol • Student Reflection Protocol • Results Meeting Protocol • Re-teaching Lesson Planning Protocol

  24. Process: Step 1 - Prediction Task • Developing a “natural” quarterly cycle • Prediction: Look at the exam and predict how students will do (Interim exam) • Assignment: Complete the prediction protocol for your students using the interim exam. Bring back to PD next Friday.

  25. Process: Step 2 – Test in Hand • With your student results, check your predictions 2. Were they accurate? Why (not)?

  26. Process: Step 3 – Student Reflection • Have students reflect on their exam performance – don’t just hand back the test • What did I miss? • Why did I miss? • What do I have to understand to move on? What do I specifically need help with?

  27. Process: Step 4 - Results Meetings Work with your SLC and your Dept. team asking… • Was our curriculum aligned? Did we touch on the right things or just a lot of things? • Were there some approaches that did better than others? • What revisions do we need to make to curriculum/exams? • How can we support each other?

  28. Process: Step 5 – Re-Teaching Plan • Determine WHAT needs to be re-taught • Determine WHO needs to be re-taught

  29. Response To Interventions (RTI) & Key Performance Indicators (KPI)

  30. Objectives Instructors will be able to…. • understand the item analysis process • differentiate between what type of re-teaching is needed: whole class, groups, or individual • complete the prediction inventory for the interim assessment (bring to next week’s SLC and Department meeting)

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