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?

• How can we leverage Teacher Cooperative Teams (SLCs & Departmens) to improve individual teacher instruction?

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)

Implementation

Data Driven Instruction (DDI) Protocols:1. Predicting Task Protocol2. Test-in-Hand Analysis Protocol3. Student Reflection Protocol4. Results Meeting Protocol5. Re-teaching Lesson Planning Protocol

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

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)

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)

What to Do? Look at Student Groups.

Look at the “spreads” of answers:Type of Spread MeaningOne strong answer Many students know; others

may have a misconception or don’t know

Split answer Clear misconception; review answer choices

Evenly distributed Guessing; cannot conclude instruction was effective

Answer choice not chosen

Poor distractor

Example: Humanities - Inferring

What do we see?None of the answers are over 50% of student

selecting the correct answerWhat might we conclude?• The skill has not been taught (not an exam

issue)• Students are guessing (even spread)• Question 24 was more difficult (why?)

You Try

Look at Prose Fiction – Inferring (3 minutes in your SLC or Department)

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

Type of Spread Meaning

One strong answer Many students know; others may have a misconception or don’t know

Split answer Clear misconception; review answer choices

Evenly distributed Guessing; cannot conclude instruction was effective

Answer choice not chosen

Poor distractor

You Try: Debrief with your Team….

What did you see?About ½ of students consistently replied

correctlyWhat might we conclude?• Some students have the skill; others don’t• Question 5 was difficulty (why?)

What’s the Next Step?

Individually as a part of your Department or SLC:1. Look at the questions to identify

misconceptions and strategies2. Create a re-teaching (corrective instruction)

plan3. Look to see which students chose which

answers4. Ask the students why they missed the

questions

I. Look at the Questions

Performance on an exam does not tell you WHAT to teach specifically – it just gives you a general area to target….

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?

What Do You See?

• The text is simple and straightforward

• The questions require students to understand SPECIFIC details in the text (evidence)

II. What Do I Re-Teach?

1. Students need to understand that even if something does not appear directly in the text, there must be some supporting detail…

2. Students need to ID supporting details and make some type of inference…

3. Students must be able to discriminate between details that actually occur in text and an inference…

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

Tips for Re-Teaching….

• Be VERY selective

• Start as simple as you can and move upPicture booksProblems with numbers, then converted to variablesOne paragraph readings as opposed to an article or

text book

• Refer to previous assessment and assess at each step

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?

Share Out (15 Minutes)

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?

Implementation

Data Driven Instruction Protocols:1. Predicting Task Protocol2. Test-in-Hand Analysis Protocol3. Student Reflection Protocol4. Results Meeting Protocol5. Re-teaching Lesson Planning Protocol

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.

Process: Step 2 – Test in Hand

1. With your student results, check your predictions

2. Were they accurate? Why (not)?

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?

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?

Process: Step 5 – Re-Teaching Plan

• Determine WHAT needs to be re-taught• Determine WHO needs to be re-taught

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

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)