DDI DataDriven Instruction

1
DDIData-Driven Instruction
May you live in a time of change.

• Dr. Cal Stanley, Dr. Michelle Tubbs, and Tammy
  Stephens
• 4/8/08

2
Our Focus

• Selecting an interoperable system
• Getting data in and out of the data warehouse
  system
• Conferring with colleagues about data
• Research based teaching strategies
• Ongoing support

3
Choosing an Electronic Learning Assessment
Resource

• School Interoperability Framework (SIF)
  http//www.sifinfo.org/
• Data Warehouse
• Web-Based
• Central Server/ASP
• District/Site Server
• Client/Workstation

4
Choosing an Electronic Learning Assessment
Resource

• Data Analysis and Reporting System
• Curriculum Management System
• Instruction and Practice System
• Assessment and Diagnostics System

5
Collaboration

• Learning Communities
• Social Networking
• Wikis
• Blogs
• Bookmarking
• Video Observation
• You can actually enter into some serious
  dialogue, not only across curriculum at one
  school site, but also across school sites within
  a district if true collaboration exists. . .
  (p.91)

6
DDI Questions

• How can effective implementation of DDI increase
  student engagement and student achievement?
• How can formative assessment strategies be
  embedded in a content lesson?
• How can summative assessments become celebrations
  of content mastery?
• What can we learn from the results of high
  stakes testing?

7
Data Driven Instruction What is it!?
8
Data Driven Instruction

• Data have become the foundation of the
  contemporary design of educational
  accountability.
• NCLBs reauthorization mandates the reporting of
  school and student data at incomparable levels.
• DDI is a method of collecting student data in
  such a way that administrators, teachers, parents
  and students can accurately asses student
  learning.
• Decisions are then made based on the data in
  order to improve instructional systems to
  continually promote student achievement.

9
Data Driven Instruction
10
Formative Assessment

• Real time data
• Reveals vertical content mastery
• Reveals grade level mastery

11
How do you collect real time data?

• Implement checks for understanding throughout
  the content lesson.
• Important step in the teaching and learning
  process
• Allows access to the background knowledge that
  students bring into the classroom
• Illuminates exactly what students understand
  about the lesson
• I am looking at daily work. I look at exit
  tickets, their daily guided practice, the whole
  class checks for understanding, TPS. When I am
  looking at their work, that is how I know if
  they are getting it or not and what I then need
  to do next. (p. 93)

12
Why uncover and confront student misconceptions?

• Misconceptions can interfere with student
  learning
• Elementary students misunderstanding that an
  equal sign in mathematics indicates an operation,
  rather than a relation (Ginsburg, 1982)
• Science students misconception that larger
  objects are heavier than smaller ones (Schauble,
  1996)
• K-3 students beliefs that Native Americans who
  lived in tepees did so because they were poor and
  could not afford a house (Brophy Alleman, 2002)

13
Checks for Understanding Are

• Ongoing assessments, reviews and observations in
  the classroom
• They are used to improve instruction and provide
  student feedback
• One math teacher strategically altered her
  instruction based on her interaction with her
  coach from the university. (p.93)

14
Strategies used to check for understanding

• Fist of Five
• Think-Pair-Share
• Activity before concept (ABC)
• Quick Check
• Active learning
• Questioning techniques
• Student reflections

15
Deming Cycle
16
Teaching Model
Monash UniversityMelbourne, Australia http//www.
adm.monash.edu.au/cheq/
17
Summative Assessment

• Typically evaluate the effectiveness of
  instructional delivery at a pre-determined time
• Used to judge student competency after an
  instructional phase is complete
• We identify key strands our students are weak in
  and our teachers then review those strands . . .
  not necessarily to re teach, more to loop the
  weak strands into the current unit. (p.93)

18
Creating Assessments That Teach

• Learning targets/learning logs
• Student reflection/rubric
• Error analysis

19
High Stakes Testing

• Cumulative testing
• Gauges mastery of course or grade-level standards
• Snapshot of mastery, not the complete photo
• Just as simple as the phrasing of my questions
  for my quizzes or my tests they are very
  similar to the way they would be asked in a
  regular state test because they need to
  familiarize themselves with it an feel
  comfortable with it particularly our ELL
  learners. (p.96)

20
Teaching Cycle
21
Professional Development Offered

• Formative Assessment
• How to Collect Data in Real Time
  Strategies/protocols for checking for
  understanding
• Interpreting and Reacting to Formative Data
  Shifting Content Delivery in Real Time
• Tracking Content Mastery Data Mining Software

22
Professional Development Offered

• Summative Assessment
• Creating Assessments that Teach Celebrating
  Content Mastery
• Error Analysis Student Self-Reflection of
  Learning Targets
• Tracking Content Mastery Data Mining Software

23
Professional Development Offered

• High Stakes Testing
• Building Learning Communities
• Developing a Culture for Student Success Failure
  is a part of learning!
• Data Trends What do they really tell us?

24
Contact Information

• Dr. Cal Stanleycstanley_at_pima.edu
• Tammy Stephenststephens_at_thestephensgroup.com
• Dr. Michelle Tubbsmtubbs1_at_lmu.edu

25
No Child Left Behind

• Elementary and Secondary Act
• 1965 part of Lyndon Johnsons war on Poverty
• 1983 A Nation At Risk
• 1989 Bush 41 proposed America 2000 Act
• Bill Clinton continued that with the Goals 2000
  Act
• 2001 Bush 43 brought forth NCLB, the only act
  passed within the last 8 years that was truly
  bi-partisan