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

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 ONE Compare 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 THREE Monday of Week Two – MATH Standards are due to the Implementation Team Teachers teach Team creates assessments

WEEK FOUR Staff 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 SEVEN Individual 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 Unit Assessments Progress on curriculum content Interim Assessments Progress on MN State Standards Leads to success on MCAs NWEA JOE MAUER MATH RIT Range Numbers & Operations Geometry & Measurement Data Analysis Algebra

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