1. Data Driven Instruction It’s not….. What did the Teacher Teach? It’s ………. What did the Student Learn? Prepared by Robin Hecht

2. Data in the Driver’s Seat by Paul Bambrick- Santoyo  A CLOSE READING OF A Text  Read “Data in the Driver’s Seat” by Paul Bambrick- Santoyo  As a table answer the question below using only information from the text  Each table will be asked to share with the group. How does data driven instruction improve student achievement?

3. What did you find?  Establish common rigorous assessment  To analyze effectively –go back to the test and look at individual questions to see where students err.  Check for distracters: the errors in the process are important  Item level test in hand analysis results in root cause analysis  Assessment and analysis are now linked

4. What’s next?  Develop an action plan for re- teaching particular standards  Create a data binder to keep the analyses and the action plans  Action plan must be connected to lesson plans –i.e. Redesign targeted guided reading groups

5. The Four Keys Assessments (interim, Aligned to CC, re-assessed) Analysis (quick, user-friendly, teacher-owned, test-in- hand, deep) ACTION in a data-driven CULTURE (Data meetings by grade level, data driven changes in instruction)Reflection and feedback Driven By Data, 2010 Bambrick-santoyo

6. Let us see how it all ties together

7. Integrating Initiatives – DDI and SLOs Data-Driven Instruction Aspect SLO Connection Transparent Starting Point Student baselines and knowledge of the established SLO inform teacher practice. Teacher Action Plans During SLO development and implementation, teachers develop long- and short-term instructional plans. Common Interim and Ongoing Assessments Interim and in-the-moment assessments provide regular data on student SLO progress. Deep Analysis Teachers’ analyses delve into critical learning issues to improve SLO success. Leadership Team The Leadership Team facilitates analysis meetings to focus and improve student learning. 7

8. Integrating Initiatives – Common Core and SLOs Common Core Aspect SLO Connection New Standards Teachers have new standards on which to base their SLO learning content. Instructional Shifts Effective teaching must accompany SLO implementation. Next Generation Assessments New assessments will be developed to be used with Common Core and other SLO learning content. Rigorous Expectations As Common Core raises the rigor level of expectations, so must SLO targets be set high. Vertical Synchronicity The continuity of the College and Career Readiness Anchor Standards helps to track more specific student skills and needs year-to-year. 8

9. Integrating Initiatives – PLCs and SLOs  Common Goals:  Ensure students learn  Focus on results  Foster a collaborative culture  Improve school/district capacity   Common Processes:  Collaborative meetings  Use of common data points to inform instruction  Anchoring discussions around three questions: What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? 9

10. Integrating Initiatives – RtI and SLOs  Common Goals:  Improve student outcomes for all students  Articulate explicit processes to support students  Develop effective interventions for all students  Reflect and evaluate to ensure continuous systems improvement  Common Processes:  Screen students to differentiate instruction and supports  Progress monitor to ensure learning is increasing  Make evidence-based instructional decisions