data-based decision making
DESCRIPTION
Data-Based Decision Making. Openings & Introductions. Session-at-a-glance Introductions Training Norms Learner Objectives Pre-Session Readings and Essential Q uestions. Session-At-A-Glance. Overview of the data-based decision making (DBDM) (30 minutes) - PowerPoint PPT PresentationTRANSCRIPT
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Data-Based Decision Making
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Openings & IntroductionsSession-at-a-glanceIntroductionsTraining NormsLearner ObjectivesPre-Session Readings and Essential
Questions
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Session-At-A-GlanceOverview of the data-based decision
making (DBDM) (30 minutes)6-steps of the DBDM process (4 hours)
Why?What?Implementation fidelity indicators for each stepTeam action planning for each step
Action Planning for entire DBDM process (30 minutes)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
IntroductionsConsultant add information needed
regarding introductions for your session
Select and use an inclusion activity at consultant discretion
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Training Norms Begin and end on timeBe an engaged participantBe an active listener—open to new
ideasUse notes for side bar conversationsUse electronics respectfully
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Learner Outcomes1.Teacher learns how data-based decision making allows for
demonstration of Missouri Teacher Standards2.Teacher develops knowledge and applies steps of DBDM
“Cycles” (Data Teams) with example data sets: Develop classroom system of data collection and chartingAnalyze and disaggregate student learningEstablish student goals based on resultsSelect instructional practicesDetermine results indicators (cause) and product (effect /
social emotional and behavioral)Design ongoing monitoring of results (monitor, reflect,
adjust, repeat) Review results indicatorsReview implementation:
Instructional practicesData cycle
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Learner “Post” Objectives3. Teacher utilizes steps of DBDM “Cycles” with their classroom data
Teacher will collect, chart, analyze and disaggregate student learning data as well as implementation data
Teacher will explain results indicators for process (cause) and product (effect)
Teacher will design ongoing monitoring of results (monitor, reflect, adjust, repeat)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c ePreparatory Reading Reflection
Using Student Data to Support Instructional Decision Making Review the 5 recommendations in the IES
Practice Guide SummaryMark with a star which of those
recommendations and specific steps, with support, you as a classroom teacher can work to implement into your professional practice
When directed share your starred items with a shoulder partner
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Preparatory Reading ReflectionFirst Things First: Demystifying Data
AnalysisMike Schmoker poses 2 essential questions for educators to answer:
How many students are succeeding in the subject I teach?
Within those subjects, what are the areas of strengths and weakness?
How do you or your grade level or departmental team answer these questions now?
How can the answers to these questions efficiently drive instructional decision making at the classroom, grade level and/or departmental level?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Essential Questions How many students are succeeding
in the subject I/we teach? Within those subjects, what are the
areas of strengths and weakness? How can I/we establish and sustain
a culture and process for strategic instructional decision making across our building, teams and classrooms?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
“Connecting the dots” when you are feeling overwhelmed!
How does data-based decision making allow teachers to simultaneously improve student outcomes while also demonstrating knowledge and fluency with Missouri Teacher Standards?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Data-Based Decision Making and Missouri Teacher Standards
Standard #1: Content knowledge and perspectives aligned with appropriate instructionStandard #2: Student Learning, growth and developmentStandard #3: Implementing the curriculumStandard #4: Teaching for critical thinkingStandard #5: Creating a positive classroom learning environmentStandard #6: Effective CommunicationStandard #7: Use of student assessment data to analyze and modify instructionStandard #8: Reflection on professional practice to assess effect of choices and actions on othersStandard #9: Professional collaboration
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Overview of Data-Based Decision
Making
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
KEY:
Core Training Modules
Follow-up Training Modules
Precursors to Training
Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.
The contentsof thispresentation weredeveloped under a grant fromtheUSDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould not assumeendorsement by the FederalGovernment.
Collaborative Data Teams (CDT)
Foundational Processes
AgendasCommunicationNormsRoles
Overview and Purpose
Collaborative Teams
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
School-Based Implementation Coaching
Overview and Purpose of
Coaching for supporting
school-wide implementation
Critical skills of coaching
Coaching in Practice
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
Collaborative Work Training
Follow-up to Training
Getting Started
Wrap Up Activity
Focus AreasIntroduction to Missouri Collaborative Work
Use Getting Started Guide to determine starting point and scope of learning
Data-Based Decision Making (DBDM)
Overview and Purpose of DBDM
Data Team Process Steps Sequence and Examples
1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring
Developing Meaningful
Learning Targets
Quality Assessment
Design
Performance Events
Constructed Response
Items
Selected Response
Items
Common Formative Assessment (CFA)
Overview and Purpose of CFA
AdvancedProcesses
Consensus Collaborative SkillsProtocols
Overview and Purpose of EP
Effective Teaching/ Learning Practices (EP)
Spaced versus
Massed
Feedback
Assessment Capable Learners
Reciprocal Teaching
Spaced versus
Massed
Assessment Capable Learners
September 2013
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why use Data-Based Decision making?
Using a DBDM process shifts the work of school leadership teams from a reactive or crisis driven process to a pro-active, outcomes driven process, and sets the stage for continuous improvement.
~Gilbert, 1978; McIntosh, Horner & Sugai, 2009
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why use Data-Based Decision making?
School personnel have an opportunity to grow as consumers of data who can transform data reports (e.g. graphs or charts) into meaningful information that drives effective data-based decision making for organizational change and school improvement.
~Gilbert, 1978
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eWhat is Data-Based Decision making?
Data-Based decision making (DBDM) involves small teams meeting regularly and using an explicit, data-driven structure to: disaggregate data, analyze student performance, set incremental student learning goals, engage in dialogue around explicit and
deliberate classroom instruction, and create a plan to monitor instruction and
student learning.
(MO SPDG 2013)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c ePre-Requisites for Effective DBDMLeadership
Collaborative CultureStructured and protected collaborative
timeConsistent process for DBDM CyclesEfficient Data Collection & Reporting
SystemsFidelity of implementation data Research based instructional practices &
strategiesAdditional Student Data (e.g., gender,
race/ethnicity, school /classroom attendance, etc.)
AND…
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Pre-Requisites for Effective DBDM
Academics Curriculum Maps Identify Standard Selected
for Assessment Unwrap Standard Selected
for Assessment Common Pre, Formative
and Summative Assessments
Common Scoring Guides and Rubrics
Behavior Core Academic Standards
(Social Behavioral) Schoolwide behavioral
expectations Individual Classroom
behavioral expectations Minor Office Disciplinary
Referral (ODR) Form Major Office Disciplinary
Referral (ODR) Form Minor and Major ODR data
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eComponents of the DBDM Process
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e1. Examine Standards.
2. Determine Tracking
Standards.
3. Develop a Pacing Guide for Essential Standards.
4. Develop Post- , Mid- & Pre-CFA
5. Administer Pre- CFA.
6. Follow a consistent DBDM
Process.
7. Teach students using Common
Instructional Practices.
8. Administer the CFA (Post Instruction).
9. Score the Assessment &
submit the data to the Data Team.
10. Meet as a team to determine if the goal
was met.
11. Return to appropriate
step.
Academic DBDM
Flow Chart
1) Collect & Chart Data2) Analyze Data3) SMART Goals4) Instructional Decision Making5) Determine Results Indicators6) Monitor
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM: Step 1Collect & Chart Data
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
Components of the DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why Collect & Chart Datadata influences decisions that guide the
instruction for adults and students (Hamilton, et.al., 2009; Horner, Sugai, Todd 2001; Means, Chen, DeBarger & Padilla 2011; Newton, Horner, Algozzine, Todd, & Algozzine, 2009).
charting data creates visuals that delineate current status in the classroom (Horner, Sugai, & Todd, 2001).
it leads to higher student achievement (Reeves, 2009)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data: Terms to KnowCommon Formative Assessment (CFA)
An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are used frequently throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) curriculum concerns—areas in which students generally are having difficulty achieving the intended standard—and (4) improvement goals for individual teachers and the team.
Scoring Guide/Rubric A coherent set of criteria for students’ work that includes
descriptions of levels of performance quality on the criteria
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data: Overview
1. Teacher administers Common Formative Assessment (CFA).
2. Teacher uses Scoring Guide to score CFA.3. Teacher charts classroom CFA data & gives
to team leader.4. Team leader compiles group CFA data into
chart(s)(grade level or team).5. Team leader shares charted group data at
DBDM meeting.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
1. Teacher Administers CFA.2. Teacher scores CFA.3. Teacher charts data & turns in.4. Team Leader develops chart.5. Team Leader shares charted data.
DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
A. Teachers
Total # of Students # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD
Student Names
HERE
Student Names
HERE
Student Names HERE
Student Names
HERE
Student Names HERE
Student Names HERE
Student Names
HERE
Student Names
HERE
#DIV/0! #DIV/0! #DIV/0! #DIV/0! 0 0
Pre-Assessment, Mid Instruction, or Post Instruction B.# Who Took Assessment
C. # Proficient & Higher
D. # Close to Proficient
E. % Proficient & Close to Proficient
F. # Far to GoG. % Proficient,
Close, & Far to GoH. #
Intervention
Collect & Chart Data: Teacher Chart
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data: Team ChartA. Teachers
Total # of Students
# Al l # SWD # Al l # SWD # Al l # SWD % Al l % SWD # Al l # SWD % Al l % SWD # Al l # SWD
Names Names Names Names Names Names Names Names
1 #DIV/0! #DIV/0! #DIV/0! ###### 0 0
2 #DIV/0! #DIV/0! #DIV/0! ###### 0 03 #DIV/0! #DIV/0! #DIV/0! ###### 0 0
4 #DIV/0! #DIV/0! #DIV/0! ###### 0 0
5 #DIV/0! #DIV/0! #DIV/0! ###### 0 06 #DIV/0! #DIV/0! #DIV/0! ###### 0 07 #DIV/0! #DIV/0! #DIV/0! ###### 0 08 #DIV/0! #DIV/0! #DIV/0! ###### 0 09 #DIV/0! #DIV/0! #DIV/0! ###### 0 010 #DIV/0! #DIV/0! #DIV/0! ###### 0 0
Totals 0 0 0 0 0 0 #DIV/0! #DIV/0! 0 0 #DIV/0! ###### 0 0
C. # Profi cient & Higher
D. # Close to Profi cient
H. # InterventionF. # Far to GoE. % Profi cient &
Close to Profi cient
G. % Profi cient, Close, & Far to Go
B.# Who Took Assessment
Students who did not take the assessment and why.→
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eCollect & Chart Data Process1. Each
teacher administers
CFA.2. Each
teacher scores the CFA
3. Each teacher charts data & gives to Team
Leader
4. Team Leader compiles group CFA data into
chart
5. Team Leader shares data at
the DBDM meeting.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Case Study: Pre-Assessment Individual Teacher Charting
A. Teachers
Total # of Students # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWDMary Mark
Ali Steve
Eva Sam Grace Jax
Grace Jax
Berry Janette
Sally Sherri Sarah
Michael
Michael Toby Pete Stephanie Alex Terry Roger Dave
Vergil
Roger Dave Vergil
Debbie Nick Mary
Nick Mary
North 25 8 8 2 6 1 56.00% 37.50% 8 3 88.00% 75.00% 3 2
Pre-Assessment B.# Who Took Assessment
C. # Proficient & Higher
D. # Close to Proficient
E. % Proficient & Close to Proficient
F. # Far to GoG. % Proficient,
Close, & Far to GoH. #
Intervention
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Case Study: Pre-Assessment Individual Teacher Charting
All teachers complete the DBDM chart given to them (either electronic or hard copy) for each student who participates in the CFA administration.
The teachers then submit the charted data to the individual whose role it is to collate the grade level or departmental data.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eCase Study: Pre-Assessment Team Charting
A. Teachers
Total # of Students # All # SWD # All # SWD # All # SWD % All % SWD # All # SWD % All % SWD # All # SWD
Mary Mark
Ali Steve
Eva Sam Anita Fred
Charlotte Murray Gracie Celia Liam Olivia Grace
Jax Addison
Grace Jax
Addison
Berry Janette
Sally Sherri Sarah Sofie
Marcus Maria Jackie
Vernon Roger
Annabel Connor
Ben Emily James P Burke
Hayden Anne
Jackson Michael Allison Steve B James R
Michael Allison Steve B James R
Toby Pete Stephanie Alex Terry
Steve C Adam Tia
Matt Ralph Jami
Milo Myron Sadie Owen Maria
Meredith Jake David
Blake Sienna
Donovan Lucy
Brendan Theo Adele
Abram Colleen
Sylvie Luke Roger Dave
Vergil Oliver Buffie
Stormy
Roger Dave Vergil Oliver Buffie
Stormy Steele Enriqu
Cameron Hudson
Debbie Jim
Elizabeth Joey
Peggy Gene Aven Gwen Nick
Mary Brad Daisy Gregg
Theenda Max Reid
Nick Mary Brad Daisy Gregg Theenda Max Reid
North 25 8 8 2 6 1 42.42% 37.50% 8 3 66.67% 75.00% 3 2South 22 6 2 0 8 2 35.71% 33.33% 8 2 64.29% 66.67% 4 2East 26 5 3 0 7 1 32.26% 20.00% 11 2 67.74% 60.00% 5 2West 24 6 4 1 3 0 23.33% 16.67% 13 3 66.67% 66.67% 4 2
Totals 97 25 17 3 24 4 42% 28% 40 10 84% 740% 16 8
Pre-Assessment
C. # Proficient & Higher
D. # Close to Proficient
H. # InterventionF. # Far to GoE. % Proficient & Close to Proficient
G. % Proficient, Close, & Far to Go
B.# Who Took Assessment
Students who did not take the assessment and why.→
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data: Practice Profile
Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Data -Ba sed Decis ion M ak in g Pro cess
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
1
Educators collect, chart, analyze and disaggregate student learning data.
>80 % of teachers administer common formative assessment and use common scoring method to evaluate student proficiency.
>80% of teachers share charted class data with the data team.
Sums and percentages are correct.
Results are disaggregated according to specific school needs (e.g., specific subgroups)
Results are available to ALL team members.
Data is triangulated (multiple sources of data are included that further illuminates students’ knowledge of skill and the area being examined)
80% of teachers administer common formative assessment and use common method to evaluate student scoring proficiency.
80% of teachers share charted class data with the data team.
Sums and percentages are correct.
Results are partially disaggregated.
Results are available to ALL team members.
Data is not triangulated.
<80% of teachers administer common formative assessment and use common scoring method to evaluate student proficiency.
<80% of teachers share charted class data with the data team.
Sums and percentages are calculated, but contain errors.
Results are not disaggregated.
Results are available only to team members present for the meeting.
Data is not triangulated.
Few or no teachers administer common formative assessment and use common scoring method to evaluate student proficiency.
Class data is not charted and/or shared.
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Implementation Fidelity
A. Teachers
Total # of Students # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD # All # SWD
Mary Mark
Ali Steve Eva Sam
Anita Fred
Charlotte
Murray Gracie Celia Liam
Olivia
Grace Jax
Addison
Berry Janette Sally
Sherri Sarah Sofie
Marcus Maria Jackie
Vernon Roger
Annabel Connor
Ben Emily
James P Burke
Hayden Anne
Jackson
Michael Allison
Steve B James R
Toby Pete
Stephanie Alex Terry
Steve C Adam
Tia Matt Ralph Jami Milo
Myron Sadie Owen Maria
Meredith Jake Davi d Blake
Sienna Donova
Roger Dave
Vergil Oliver Buffie
Stormy Steele Enriqu
Cameron
Hudson
Debbie Jim
Elizabeth Joey
Peggy Gene Aven Gwen
Nick Mary Brad Daisy Gregg Theenda Max Reid
North 25 8 6 2 5 1 33.33% 37.50% 5 3 48.48% 75.00% 1 2South 22 6 2 0 6 2 28.57% 33.33% 6 2 50.00% 66.67% 2 2East 26 5 3 0 6 1 29.03% 20.00% 9 2 58.06% 60.00% 3 2West 24 6 3 1 3 0 20.00% 16.67% 10 3 53.33% 66.67% 2 2
Totals 97 25 14 3 20 4 27.87% 28.00% 30 10 52.46% 68.00% 8 8
Engage students in more diffi cult text where the main idea may not be so explicit.
The reading was easy enough that the students could easily comprehend. Next Steps Inference
Student attendance above 95% , low percentage of classroom managed probl em behaviors, low percentage of student removal from academic instruction
Students are present at school, students remain in the classroom for academic instruction.
Behavioral Performance Strengths Inference
Students were able to identify the mai n idea and supporting details of both fiction and non-fiction texts in a vari ety of question types and prompts (mai n idea, best supports, mostly about).
Students had prior experience to a variety of vocabulary that was included in the assessment (main idea, best supports, mostly about).
Proficient & Higher StudentsAcademic Performance Strengths Inference
2. Analyze Strengths and Obstacles
G. % Proficient, Close, & Far from
ProficientH. # Intervention
Pre-Assessment
B.# Who Took Assessment
C. # Proficient & Higher
D. # Close to Proficient
E. % Proficient & Close to Proficient
F. # Far from Proficient
Note: List students who did not partici pate in assessment and why.
Data-Based Decision Making Implementation Fidelity Checklist Instructions: This checklist is designed as a format for periodically checking on the fidelity of implementing Data-Based Decision Making. It is recommended that this checklist be completed by a team and that the team reserves time on the agenda to complete the fidelity checklist. Fidelity should be monitored “early and often” (Harn, Parisi, & Stoolmiller, 2013): early in implementation, approximately three months into implementation, then continuing quarterly for the first year. While teams should strive for 100% fidelity, 80% or 8 ‘Yes’ items may be sufficient for achieving positive outcomes. If fidelity is repeatedly less than 80%, the team may benefit from coaching. Evidence needed: You will need to refer to your completed Data-Based Decision Making program template. (See the template and case study example provided at the Data-Based Decision Making training.)
Data-Based Decision Making Implementation Fidelity Checklist Instructions: This checklist is designed as a format for periodically checking on the fidelity of implementing Data-Based Decision Making. It is recommended that this checklist be completed by a team and that the team reserves time on the agenda to complete the fidelity checklist. Fidelity should be monitored “early and often” (Harn, Parisi, & Stoolmiller, 2013): early in implementation, approximately three months into implementation, then continuing quarterly for the first year. While teams should strive for 100% fidelity, 80% or 8 ‘Yes’ items may be sufficient for achieving positive outcomes. If fidelity is repeatedly less than 80%, the team may benefit from coaching. Evidence needed: You will need to refer to your completed Data-Based Decision Making program template. (See the template and case study example provided at the Data-Based Decision Making training.) Yes Partially No If partially or no, please
explain. 1. Common formative assessment data is collected. 2. Class data is accurately charted. 3. Data is triangulated. 4. Based on the data, the team lists strengths, misconceptions, and inferences.
5. Team considers prerequisite skills and data when prioritizing needs.
6. SMART goals are are specific to targeted subject area, grade level,
and student population; are measureable; specify how measurement will occur ; achievable percentage gains or increases in terms
of expected change; and time when the assessment will take place
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data: Next StepsUsing the results from the DBDM Practice Profile
dialog to:1. Assess your team/building current knowledge and
implementation fluency with Collect & Chart Data2. Determine possible next steps:
Decide what format will your team/building utilize (electronic or hard copy).
Plan for hands on training so that all teachers now how to chart their student data.
Establish who will collate the team data, & consider if they will need training as well.
Establish dates for submitting and for sharing collated data.
Identify specific ways your team will want/need data to be disaggregated.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Next Steps: Action=ResultsNext Steps: Actions = Results
Content Focus
Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What? Responsible
Person(s) Who?
Timeline When?
Resources/Support Needed Results So What?
What steps will you take to start implementing?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Step 2:Analyze & Prioritize
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why Analyze & PrioritizeThe failure to achieve meaningful outcomes during school improvement activities is often due to a poor match between problems and the intensity, fidelity, or focus of interventions that are required.
~Sprague, et.al., 2001
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: Terms to Know
Decision Rules: clear, specific guidelines for making data-driven decisions (e.g., at least 80% of students should be meeting academic benchmarks)
Inference: generate possible explanations to derive accurate meaning from performance data
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: OverviewTeam uses student work to observe and
identify strengths and obstacles (errors and misconceptions) as well as trends and patterns
Team develops inferences based on dataWhat is present becomes strengthsWhat is missing becomes obstacles or challenges
Team prioritizes by focusing on the most urgent needs of learners
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: ObservationsExamine student work that is proficient and higher and list Strengths Consistent skills Trends Examine student work that is not proficient and list Strengths and obstacles Students consistently rated not proficient Error Analysis
Inconsistent skillsMisconceptions in thinking
Trends Trends related to certain subgroups (e.g., ELL, gender,
race/ethnicity, school attendance, attendance in classrooms, engagement, etc.)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize:Inferences
For each subgroup of students (Proficient and Higher, Close to Proficient, Far to Go, and Intervention) infer what each listed performance strength means. (i.e., cause for celebration)
For students in Close to Proficient, Far to Go, and Intervention subgroups infer what each listed performance strength or obstacle means
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize:Prioritization
For students in Proficient and Higher subgroups prioritize what might be a logical Next Step for further instruction to enhance student knowledge and use of the prioritized standard.
For students in the Close to Proficient, Far to Go, and Intervention subgroups prioritize which of the performance strengths or obstacles should be the logical Next Step for student instruction and support to develop and solidify student knowledge and use of the prioritized standard.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: Behavioral DataFor each sub-group identify if each of the
following apply:Student attendance above 95% Low percentage of classroom managed problem
behaviorsLow percentage of student removal from
academic instructionIf the answer is “YES” to all three
conditions an inference can be made that:Students are present at schoolStudents remain in the classroom for
academic instruction
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: Behavioral DataFor each sub-group identify if each of the
following apply:Student attendance above 95% Low percentage of classroom managed problem
behaviorsLow percentage of student removal from academic
instruction If the answer is “NO” to any of the
conditions the team needs to consider:Which condition is not met?Are universal effective classroom management
practices in place with consistency and intensity needed to meet the foundational behavioral support needs of the students under scrutiny?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize Case StudyProficient & Higher Sub-group
The reading was easy enough that the students could easily comprehend.
Inference
Inference
Students had prior experience to a variety of vocabulary that was included in the assessment (main idea, best supports, mostly about).
Academic Performance Strengths Students were able to identify the main idea and supporting details of both fiction and non-fiction texts in a variety of question types and prompts (main idea, best supports, mostly about).
Next StepsEngage students in more diffi cult text where the main idea may not be so explicit.
Proficient & Higher Students2. Analyze Strengths and Obstacles
Behavioral Performance Strengths InferenceStudent attendance above 95% , low percentage of classroom managed problem behaviors, low percentage of student removal from academic instruction
Students are present at school, students remain in the classroom for academic instruction.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize Case StudyClose to Proficient Sub-group
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eAnalyze & Prioritize Case Study
Far to Go Sub-group
Behavioral Performance StrengthsStudent attendance above 95% , low percentage of classroom managed problem behaviors, low percentage of student removal from academic instruction
InferenceStudents are present at school, students remain in the classroom for academic instruction.
They have not had enough exposure to answering a wide variety of questions
Inference
Far to Go StudentsAcademic Performance Strengths
If given the main idea, students were able to determine if a detail supported the given statement.
Performance Errors, Misconceptions or Obstacles
InferenceStudents struggled with the vocabulary in the non-fiction texts that pertained to the main idea (ex. hummingbirds, petunias). Students struggled with the various question prompts (ex. Main idea, best supports, mostly about).
Students had diffi culty identifying the main idea and supporting of non-fiction passages.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eAnalyze & Prioritize Case Study
Intervention Sub-groupStudent attendance above 95% , low percentage of classroom managed problem behaviors, low percentage of student removal from academic instruction
Behavioral Performance Strengths InferenceStudents are present at school, students remain in the classroom for academic instruction.
Students could not accurately read the passages and questions.
Intervention Students Inference
Students were unable to determine the main idea of a passage and details to support. The reading was too diffi cult.
The reading level of the passages was far above the reading level of the students. Students seem to have some recollection of the term “main idea” but are not sure what the vocabulary means.
Inference
Academic Performance StrengthsOn the constructed response questions, students knew to find a detail directly from the passage to support the main idea.
Performance Errors, Misconceptions or Obstacles
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & PrioritizePractice Profile
Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Data -Based Decis ion M aking Process
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
2 Educators use results to identify learning needs.
Team lists strengths, misconceptions, inferences, and prioritized needs for all proficiency groups.
Strengths and misconceptions are directly related to the common formative assessment and targeted standard(s).
Prioritized needs are categorized according to a hierarchy of prerequisite skills
Team lists strengths, misconceptions, inferences, and prioritized needs for most proficiency groups.
Strengths and misconceptions are mostly related to the pre-assessment and targeted standard(s)
Pre-requisite skills are not considered.
Strengths and misconceptions, if listed, are not related to the pre-assessment and targeted standard(s)
Learning needs are not prioritized.
Pre-requisite skills are not considered.
Data-Based Decision Making Excel/Word Template
3
Educators establish SMART goals based on data identified student learning needs.
SMART goals contain all key components (as listed in Proficient column)
Goals reflect a consideration of students “close to proficient” and case-by-case consideration of what other students can reach the goal
Goals are derived from specific team inferences
Each goal includes baseline and anticipated post assessment
Each goal closes achievement gaps for targeted student groups
All SMART goals… Are specific to
targeted subject area, grade level, and student population
Are measureable Specify how
measurement will occur
Achievable percentage gains or increases in terms of expected change
Time when the assessment will take place
SMART goals are written and mostly meet the criteria of SMART goal
Goal percentage is not correctly calculated
If complete, SMART goals lack important criteria.
Goal percentage is not correctly calculated
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Analyze & Prioritize: Next StepsUsing the results from the DBDM Practice Profiledialog to:1. Assess your team/building current knowledge and
implementation fluency with Analyze & Prioritize2. Determine possible next steps:
Identify academic strengths for each student sub-groupIdentify academic obstacles for each sub-groupIdentify behavioral strengths and/or obstacles for each
sub-group Develop possible next instructional (academic or
behavioral) for each sub-group that directly connects to inferences made for each sub-group
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Step 3:SMART Goals
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART GoalInstructional Decision
Making
Determine Results
Indicators
Monitor
DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why Develop a SMART Goal“According to research, goal setting is the single most powerful motivational tool in a teacher’s toolkit. Why? Because goal setting operates in ways that provide:PurposeChallengeMeaningGoals are the guideposts along the road that make a compelling vision come alive. Goals energize people. Specific, clear, challenging goals lead to greater effort and achievement than easy or vague goals do.”
(Blanchard, 2007, p. 150)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The lack of clear goals may provide the most credible explanation for why we are still only inching along in our effort to improve schooling for U.S. children.~Mike Schmoker
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SMART Goals: Terms to Know Specific: Says exactly who the learner is and
what the learner will be able to do
Measureable: Objective definition such that the behavior can be observed and counted
Attainable: A skill that learners can master within the given period of time
Results-Oriented: Must be something learners can do to demonstrate growth; relevant to the learner
Time Bound: Achievable by time frame set
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Measurable Goals
“Clear, measurable goals are at the center of the mystery of a school’s success, mediocrity or failure.”~ S. J. Rosenholz
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
For SMART Goals to make a difference to teachers…
Teachers have to be engaged in the process of developing the goal so they own the goal.
Teachers have to look at the data and design a goal that make sense to them.
The goal becomes powerful when teachers use it to inform their practice.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The percentage of (Name Student Group) scoring proficient or higher
in (Name the Content Area) will increase from (Current Status
Percentage) to (Goal Percentage) by the end of (Month, Quarter or
Date) as measured by (Assessment Tool) administered on
(Specific Date).
SMART Goal: Overview
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SMART Goal: ExampleFirst grade students enrolled in the
District and on IEPs scoring proficient or higher in reading comprehension will increase from 45 % to 60% by the end of the third quarter grading period as measured by a teacher-made 10-question comprehension test administered two days prior to the end of the third quarter.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SMART Goal Case Study
Yes No
A new goal is set only if the original goals were not met.
Met Goal of
Main Idea & Supporting Details CFA
84%
to 84% by the end of
What is your deadline?→
End of 1st Quarter
as measured by What assessment are you discussing? →
will increase from
administered on →
18%
What group of students are you discussing?→ 4th grade students
What content area? →CCSS RI.4.2 ELA (Apply post reading skills to respond to text: main idea and supporting details)
3. S.M.A.R.T. Goal
The percent of
scoring proficient or higher in
If the goal was not met, record margin short of goal =
October 8th When will you re-assess? → September 13th
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Setting a Goal: Example Pre-Instructional CFA Data (Assessment of student knowledge of priority standard BEFORE instruction)
Currently there are 97 students in the group analyzed17 students (# of proficient or higher)(= 17.5% of student whose learning
the team will want to maintain and enrich)
24 students (# of close to proficiency) (= 24.7% of students whose learning may be most readily moved towards proficiency with instruction)
41 students (# most likely to meet proficiency goals at unit end) (= 42% of all students projected to most likely meet proficiency goals)
If the team has a goal of 83% of students at proficiency, at a minimum, then the instruction will need to be designed and implemented to accelerate the learning of40 additional students (# far to go but likely to make it) (= 41%)
81 / 97 = 83% proficient
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eSMART Goal: Implementation Example
The percentage of _____
scoring proficient or higher in____________
will increase from ___% to __% by the end of ________ as measured by administered on______
4thgrade students
Comm. Arts
17 88Six weeks Common Formative
AssessmentsDate
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SMART GoalPractice Profile
Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Data -Based Dec is ion M aking Pro ce ss
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
3
Educators establish SMART goals based on data identified student learning needs.
SMART goals contain all key components (as listed in Proficient column)
Goals reflect a consideration of students “close to proficient” and case-by-case consideration of what other students can reach the goal
Goals are derived from specific team inferences
Each goal includes baseline and anticipated post assessment
Each goal closes achievement gaps for targeted student groups
Goals are few and prioritized
Scheduled time set for formal analysis of results.
All SMART goals… Are specific to
targeted subject area, grade level, and student population
Are measureable Specify how
measurement will occur
Achievable percentage gains or increases in terms of expected change
Time when the assessment will take place
SMART goals are written and mostly meet the criteria of SMART goal
Goal percentage is not correctly calculated
If complete, SMART goals lack important criteria.
Goal percentage is not correctly calculated
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SMART Goal: Next StepsUsing the results from the DBDM Practice Profile
dialog to 1. Assess your team/building current knowledge
and implementation fluency with SMART Goals2. Determine possible next steps:
Identify how many students are in each group and by IEP status (Step 1)
Calculate percentage for how many students are in each group by IEP status (Step 2)
Develop an ambitious, yet achievable goal for the percentage of students who can with strategic instruction meet the criterion score on the Common Formative Assessment written for the Priority Learning Target under analysis (Step 3)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Step 4:Instructional Decision
Making
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Effective Teaching/LearningPractices & Strategies
Instructional Practices: Effective teaching/learning practices at the
classroom level are research based effective methods that are not content related and when practiced regularly and with fidelity improve the teaching and learning in all content areas through direct application or through transfer of knowledge and skill.
Instructional Strategies: Effective teaching/learning strategies at the
classroom level are actions that are content related and used to help improve a particular step or steps within a content standard-they are discreet.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Traditional Instructional Assessment Model
Pretest TEACH TEACH TEACH TEACH Posttest
Assign Grades
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Revised Instructional Assessment Model with Data Analysis
Pre-Assess All Students with
CFA
Steps 1, 2 & 3 of DBDMCollect & Chart CFA Results,
Analyze & Prioritize
Results, & Set SMART Goal
Step 4 & 5 of DBDM Plan
for Instruction using a Specific
Instructional Strategy in
conjunction with
Schoolwide ETLP, and
select Results Indicators
TEACH Using schoolwide
selected ETLP and selected Instructional
Strategy
Step 6 of DBDM
Monitor, Reflect &
Adjust Mid-course
adjustment
TEACH Using schoolwide
selected ETLP and selected Instructional
Strategy
POST-ASSESS
Schoolwide Selection, Professional Development and Implementation of an Effective Teaching and Learning Practice (ETLP)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Effective Teaching/Learning Practices
The MO SPDG Collaborative Work has selected from the meta analysis work of John Hattie 4 ETLP and developed training packets for school use:Assessment Capable LearnersFeedbackSpaced vs. MassedReciprocal Teaching
Each school will select 1 ETLP for schoolwide professional learning and implementation
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Learning Environment
Time - Frequency and
Duration
Materials for Teachers and
Students
Engage students in more difficult text where the main idea may not be so explicit
Assignments & Assessments - Where
will students be required to use the
Practice?
4. Select Instructional Practices/Strategies
Instructional Practice: Feedback Instructional Strategy: Advanced Cues, Questions, and Organizers –Common Thread: .
Students will meet with the teaches to learn strategies for identifying implicit main ideas from short passages. Ms. Battles will make copies of the passages (from Read Works.org) for the team.
2 times a week during Daily 5 rotation,
Students will use the “Implied Main Idea” organizer to record their thoughts during the teacher modeling. Ms. North will make copies of this for the team. Ms. West will make copies of the passages (from Read Works.org) for the team.
Summaries R Us: Using passages from the Science and Social Studies text, students will identify the main idea of paragraphs in the reading and respond to the section by restating, reacting, remembering, or responding with a question.
Selected Instructional
Practice/ Strategy
Proficient & Higher StudentsPrioritized Next Step:
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Close to Proficient StudentsPrioritized Next Step:
Students will have practice verbalizing main ideas which they will then transfer into written language.
Time - Frequency and
Duration
Materials for Teachers and
Students
4. Select Instructional Practicies/Strategies
Assignments & Assessments - Where
will students be required to use the
Practice?
Instructional Practice: Feedback Instructional Strategy: Summarizing and Note Taking
teachers will guide students will complete a Listen-Sketch-Draft. The text will be the daily read aloud
3 times a week (Monday, Wednesday, and Friday) during Small group rotation with the teacher
Houghton Miffl in Reading series beginning with Unit 4, Week1. Mr. EAST will make copies of the Listen-Sketch-Draft page for the team
Class Main Idea Book: Using a topic of interest the class wil l create a main idea book. Beginning the details and moving main idea. Lesson at www.liketowrite.com
Selected Instructional
Practice/Strategy
Learning Environment
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Far to Go Students Prioritized Next Step:
Instructional Practice: Feedback Instructional Strategy: Cooperative Learning
3 times a week during Daily 5 small group rotation with the teacher
Mrs. SOUTH will create a set of 30 cards for each teacher using questions from Study Island
Given text passages on their instructional level students will begin to identify main idea and supporting details.
4. Select Instructional Practices/Strategies
Learning Environment
Time - Frequency and
Duration
Materials for Teachers and
Students
Assignments & Assessments - Where
will students be required to use the
Practice?Brown Bag Book Club: During literature circles, students will complete the story elements organizer individually. They will then engage in conversation around the main idea, details, characters, setting, and author’s purpose of the story while enjoying popcorn from their brown bag.
Selected Instructional
Practice/ Strategy
students will engage in the cooperative learning strategy Fan-N-Pick guided by the teacher. Review the steps of the strategy using the Kagan Structures software.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Prioritized Next Step:Type step here
Intervention Students
Learning Environment
Time - Frequency and
Duration
Materials for Teachers and
Students
Assignments & Assessments - Where
will students be required to use the
Practice?
Selected Instructional
Practice/ Strategy
4. Select Instructional Practices/ Strategies
Instructional Practice: Feedback Instructional Strategy: Advanced Cues, Questions, and Organizers – Stated Main Idea Umbrella Organizer
Teachers will directly instruct students that the main idea of a paragraph is often the topic sentence. Teachers will meet each Friday during lunch to discuss the progress of these students and identify if adjustments to the instructional strategy is needed.
Students will meet daily with the teacher during daily 5 small group rotations.
Mr. EAST will gather passages on a 1st and 2nd grade reading level and distribute to the team. Mrs. SOUTH will make copies of the Stated Main Idea Umbrella graphic
Main idea Exit Ticket: At the end of lessons, students will create an exit ticket stating the main idea of the lesson and 2-3 details that support the learning.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eInstructional Decision Making
Practice ProfileMissouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Data -Based Dec is ion M aking Pro cess
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
4
Educators use data to select a common effective teaching/learning practice to implement with fidelity.
Selected effective teaching/learning practice(s)/strategy(s) target prioritized needs and are research based
Selected effective teaching/learning practice(s)/strategy(s) have greatest potential impact on student growth
Selected effective teaching/learning practice(s)/strategy(s) are described in detail to allow for replication
Selected effective teaching/learning practice(s)/strategy(s) target prioritized needs and are research based
Selected effective teaching/learning practice(s)/strategy(s) chosen have moderate potential to impact student growth
Selected effective teaching/learning practice(s)/strategy(s) lack a full description to allow for replication
Selected effective teaching/learning practice(s)/strategy(s) do not target prioritized needs and are not research based
Selected effective teaching/learning practice(s)/strategy(s) chosen do not have potential to impact student growth
Selected effective teaching/learning practice(s)/strategy(s) lacks a description to allow for replication
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Effective Teaching/ Learning Practices: Next Steps
Using the results from the DBDM Practice Profile dialog to:1. Assess your team/building current knowledge and
implementation fluency with Effective Teaching and Learning Practices
2. Determine possible next steps: Identify an ETLP for schoolwide implementation Identify instructional strategies that are proven effective
for the academic domain of the Priority Learning Target under consideration
Match the prioritized instructional next steps for each sub-group with the appropriate instructional practices or strategies
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Step 5Results Indicators
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART GoalEffective Teaching &
Learning Practices
Determine Results
Indicators
MonitorDBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why Results IndicatorsThey allow us to monitor progress of:
implementation of our strategies/practices
effectiveness of our strategies/practicesThey facilitate the planning for
sustaining or revising of our strategies/practices
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Terms to Know
Cause DataData that measures adult behaviors
Effect DataData that measures student outcomes
“Look fors”Indicators in student work which demonstrate
change in proficiency
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: OverviewResults Indicators include
Adult behavior (Cause)Student behavior (Effect)“Look fors” in student work (Effect)
Articulated for each instructional groupDirectly linked to prioritized needs and
strategies/practices selectedSpecific and clear enough to allow for
prediction of student outcomes prior to next assessment
replication of practice
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Us Airways Flight 1549Results Indicator: Look Fors
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Cause – Effect ActivityCause
% of teachers teaching the social skills lessons on a weekly basis
Using the supplemental questions to practice the format of the test
# of teachers adhering to the allocated instructional minutes for literacy
# of teachers using bell to bell activities to review the science objectives
Effect % of students passing
the formative quiz given on Friday
Results on the fluency screening assessment in January
% of students who have 3-5 office referrals for the year
Scores on the math chapter test
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Process Identify a prioritized need for each instructional group and
select an evidence based practice or strategy Develop descriptors of what should be observable if adults
implement the practice or strategy with fidelity Develop descriptors of what should be observable in student
behavior if the adults implement the practice or strategy with fidelity
Develop descriptors of what should be observable in the student work if the practice or strategy is implemented effectively
Establish a cause/effect relationship between the practice or strategy and the results
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indictors:Implementation Example
Results indicators complete the sentence:“If teachers do _____________, then
students will _________________.”
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Implementation Example
If a teacher models using a comparison matrix in a mini lesson, then the students will extend the comparison matrix as they read further in the text, which demonstrates evaluation level thinking.
“Look fors”: students will be able to describe how different words effect them as readers in the comparison matrix.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Implementation Example
If a teacher models syllable patterns, blend patterns and word chunks daily during guided reading, then students will apply strategies to their to their leveled guided reading text.
“Look fors”: Students will read more fluently and with greater comprehension.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Implementation Example
If a teacher models using whole group behavior expectations during a mini lesson for classroom behaviors, then the students follow whole group behavior expectations during whole group instruction.
“Look fors”: students will be able to Stay in personal spaceKeep all hands feet and objects to selfRespond appropriately to thoughts of
othersRaise a hand to indicate they have
something to say
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
They will be able to identify the most important details from the passage and use the details to form a main idea in a constructed response format.
Engage students in more difficult text where the main idea may not be so explicit
Adult BehaviorsStudent
Behaviors
5. Results Indicators
Prioritized Next StepProficient & Higher Students
What to Look For in Student
Work
Teachers will model an implied main idea- web graphic organizer identifying the most important details from the text during guided reading. Using the details, teachers will model a think-a-loud to construct the implied main idea of the passage
Students will read a passage with an implied main idea and ask clarifying questions about details from the passage.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Close to Proficient StudentsPrioritized Next Step:
Students will have practice verbalizing main ideas which they will then transfer into written language.
5. Results Indicators
Adult BehaviorsStudent
Behaviors
What to Look For in Student
Work
Teachers will read a text split into 3 smaller parts. While reading each part teachers will think-a-loud to complete a Listen-Sketch-Draft identifying the main idea of each small section before creating a summary statement of the entire passage
Students will begin to use the essential vocabulary “main idea” and “supporting details” when having conversations about text.
As they begin to speak the main idea when talking with others they will write, transferring their verbal language into written.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Prioritized Next Step:Far to Go Students
What to Look For in Student
Work
Given text passages on their instructional level students will begin to identify main idea and
supporting details.
Adult BehaviorsStudent
Behaviors
Teachers will model first and then participate in Fan-N-Pick with student small groups reading a main idea and choosing which of 3 details best supports the main idea.
Students will begin to use the essential vocabulary “main idea” and “supporting details” when having conversations about text.
Students will be able to eliminate the details that are irrelevant to the main idea.
5. Results Indicators
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Intervention StudentsPrioritized Next Step:
Type step here
Adult BehaviorsStudent
Behaviors
What to Look For in Student
Work
5. Results Indicators
Teachers will directly instruct students that the main idea of a paragraph is often the topic sentence. Teachers will complete the graphic organizer identifying the stated main idea and supporting it with 3 details from the text through modeling
When students are reading a passage on their instructional reading level they will be able to identify the main idea from the topic and concluding sentences.
Students will become more confident in their ability to identify the main idea and will begin to transfer their strategies to more diffi cult text.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Practice Profile
Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Da ta-Based Dec is ion M aking Process
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
5
Educators explain results indicators for process (cause) and product (effect)
Quarterly, team discusses expected implementation data (teacher behavior) related to expected student results, with sufficient detail for replication.
Implementation data indicated fidelity occurs at a desired rate.
Quarterly, discrepancies in student results are examined in related to difference in implementation data.
Semi-annually, based on data, improved implementation processes are recommended or alternative effective teaching/learning practice is chosen.
Semi-annually, team discusses expected implementation data (teacher behavior) related to expected student results, with sufficient detail for replication.
Implementation data indicated fidelity occurs at less than a desired rate.
Semi-annually, discrepancies in student results are examined in related to difference in implementation data.
Annually, based on data, improved implementation processes are recommended or alternative effective teaching/learning practice is chosen.
Team discussion about expected implementation data and students occurs but is limited by team understanding of cause/effect or incomplete data.
Fidelity of implementation is less than desired.
Hypothesizing improved implementation processes or needs or alternative effective teaching/learning practices is limited by team understanding of the correlation or incomplete data
Data-Based Decision Making Excel/Word Template
6
Educators design ongoing monitoring of results (monitor, reflect, adjust, repeat)
Visual representation of growth is included in results once post-assessment is scored
Reflection questions are thoroughly discussed and recorded using the visual representation
Visual representation of growth is included in results once post-assessment is scored
Most reflection questions are
Visual representation of growth is included in results once post-assessment is scored
Some or few reflection questions are discussed and recorded using the visual representation
Visual representation of growth is not included in results.
Reflection questions are not discussed and/or recorded.
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Results Indicators: Next StepsUsing the results from the DBDM Practice Profile
dialog to:1. Assess your team/building current knowledge and
implementation fluency with Results Indicators2. Determine possible next steps:
Identify teacher behaviors for implementation fidelity of practice/strategy selected
Identify student behaviors that demonstrate knowledge or application of Priority Learning Target
Identify “look fors” in student work that will demonstrate knowledge and ability to apply Priority Learning Target11
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Step 6Monitor
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collect & Chart Data
Analyze & Prioritize
SMART Goal
Instructional Decision Making
Determine Results
Indicators
Monitor
DBDM Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Monitoring is an ongoing process by educators throughout the entire data based decision making cycle in which student performance (effect data) and adult behaviors (cause data) are observed, measured, and recorded to make decisions about progress, success, challenges, and provide feedback regarding next steps.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Why MonitorTo engage in a continuous improvement cycle.
Monitoring allows educators to reflect on their professional practice.
Monitoring allows for mid-course corrections.Monitoring allows for short term wins.Through lessons learned, monitoring leads to next
steps.Monitoring ensures fidelity of implementation.Monitoring must consider both cause and effect
data.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Monitor: ProcessCause
Teachers administer CFA with fidelity.
Teachers collect and chart data appropriately.
Teachers analyze and prioritize results of CFA.
Teachers develop a S.M.A.R.T. Goal. Teachers determine the Effective
Teaching and Learning Practice. Teachers support each other in the
use of the practice. Teachers describe the
implementation of the practice (frequency, effectiveness, feedback, celebrations/ challenges).
Effect Teachers examine
student work samples to provide evidence of implementation of the practice and to determine its impact.
Teachers discuss the effectiveness of the practice (continue, modify, or stop).
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Monitoring ComponentsMonitoring Process & Practices
Sources of Data to MonitorIndividual(s) ResponsibleTimeline
Evaluate the DBDM ProcessWe Planned TheseWe Achieved These
Apply what was LearnedWe LearnedWe will Replicate
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Monitor: Practice ProfileMissouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction. Data-Based D ec is ion M aking Process
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
6
Educators design ongoing monitoring of results (monitor, reflect, adjust, repeat)
Visual representation of growth is included in results once post-assessment is scored
Reflection questions are thoroughly discussed and recorded using the visual representation
Visual representation of growth is included in results once post-assessment is scored
Most reflection questions are discussed and recorded using the visual representation
Visual representation of growth is included in results once post-assessment is scored
Some or few reflection questions are discussed and recorded using the visual representation
Visual representation of growth is not included in results.
Reflection questions are not discussed and/or recorded.
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Monitoring: Next StepsUsing the results from the DBDM Practice Profile dialog to:1. Assess your team/building current knowledge
and implementation fluency with Monitoring2. Determine possible next steps:
Establish standard reflection questions for each team to use as they monitorImplementation of the DBDM processTeacher and student outcomes as a result of
DBDM processEstablish timelines for team sharing to
schoolwide leadership team
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Coming Full Circle
Revisiting DBDM Essential QuestionsDeveloping Action Steps
Embedding DBDM into Professional Practice
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Essential Questions How many students are succeeding
in the subject I/we teach? Within those subjects, what are the
areas of strengths and weakness? How can I/we establish and sustain
a culture and process for strategic instructional decision making across our building, teams and classrooms?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Practice Profile to Action Steps(Implementation Drivers)
Review your scoring on the Practice Profile for the DBDM 6-steps:Where are there strategic opportunities for
your team/faculty to implement action steps that can move your process towards DBDM forward efficiently and effectively?
What are your teams/faculty goals for DBDM during the current school year?
What job embedded professional learning will need to take place once your team/faculty returns to your building?
?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Practice Profile to Action Steps(Implementation Barriers)
Review your scoring on the Practice Profile for the DBDM 6-steps:What action steps will your
team/faculty need to implement within Step 6 – Monitoring to increase the likelihood of fidelity of implementation?
How will your team/faculty respond to resistant team/faculty members?
?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Putting DBDM into Professional PracticeHow to make DBDM the way your building/team does instructional decision making on a consistent
basis.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM Cycle
Pre-Assessment with CFA, then follow DBDM
steps 1-6
Administer Mid-Instruction CFA
then follow DBDM steps 1-6
Administer Post Assessment with CFA, then follow DBDM steps 1-6
Select a new Learning
Standard and repeat the
DBDM Cycle again
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eSample DBDM Team Schedule
At the team meeting
(First this)In the classroom
(Then this)
Meeting 1 Select common formative pre-assessment Agree on common grading method
Administer pre-assessment Evaluate pre-assessment & sort students
into proficiency groups
Meeting 2 Steps 1-5 Use pre-assessment results to chart data (collated before meeting) Prioritize student needs Set SMART goal Select common instructional practices/strategies & determine results
indicators Model implementation of strategies
Begin implementation of Effective Teaching & Learning Practice and common instructional strategies
Monitor progress Provide feedback to students
Meeting 3 Step 6 Examine student work samples Discuss implementation of practices/strategies & make adjustments as
needed Confirm post-assessment date
Continue implementation of Effective Teaching & Learning Practice and common instructional strategies
Monitor progress Provide feedback to students Administer post-assessment
Meeting 4 Step 6 continued Evaluate results, reflect on cycle, celebrate growth Plan next steps
Offer post-assessment feedback to students
* Possible time frame to complete one full cycle of PLC/Data Teams process: 1 month for DBDM Teams who meet once per week2 months for DBDM Teams who meet twice a month
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
DBDM “Placemat”Student Achievement
Goal:
DATA TEAM TIMELINETeam Actions Date to be Completed
Choose Learning Standard
Post and Pre-Assessment Created
Pre-Assessment Administered
Data Team 6 Steps CycleTeach the Learning Standard
Administer Formative Assessment
Data Team Steps 1-6 on Formative
Post Assessment Administered
Data Team Step 6 on Post Assess.
Celebration when goal is achieved:
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eDBDM “Placemat” 1st First Ever Meeting Establish norms, understand the purpose of the data meeting, understand the 6 steps
2nd Before instruction & DT Cycle Establish norms, understand the purpose of the data meeting, understand the 6 steps
3rd Before inst. collab on these 5 steps.
1.Collect & Chart Data. Select your standard, Create or select pre-assessment, determine the criteria/rubric for the 4
performance groups (Proficient, Close, Far but likely, Intervention), administer, score
2.Analyze strengths & obstacles (Performance errors & misconceptions).
Teams gather and display data from formative assessment results by teacher and the 4 performance groups. Student names are included. Through the disaggregation in this step, teams will be able to plan for the acceleration of learning for all students.
3. Establish goals
Identify the strengths and needs of student performance and then form inferences based on the data. Teams also prioritize by focusing on the most urgent needs of the learners. Include analysis for: Students Proficient of Higher- Strengths and Inferences/Next Steps and InferencesStudents Close to Proficient- Strengths and Inferences/Obstacles-Errors and InferencesStudents Far to Go-Strengths and Inferences/Obstacles-Errors and InferencesIntervention Students-Strengths and Inferences/Obstacles-Errors and Inferences
4.
Select common instructional practices. Teams collaboratively set incremental goals. These short-term goals are reviewed and revised throughout the data cycle. The percentage of ____________(student group) scoring proficient or higher in _______(content area) will increase from ________ (current % proficient or higher) to __________ goal %) by the end of _________ (month, unit, quarter) as measured by _________ (assessment tool) administered on ________ (specific date).
5. Determine results indicators.Teams collaboratively identify research-based instructional strategies. The determination is based on the analysis in step 2.
Alternate Meeting
6.
Between Meeting 3 and 4
Monitor and Evaluate: Discuss strategies: are they working or notBring student work to show evidence of strategies working or notShare and model the strategies for fidelityBegin to create next pre-assessments
4th- After inst collaboration Review post-assessment data Step 6 is Monitor and Evaluate Results
If goal was met, create or select next pre-assessment, Start Cycle Again!
Teacher # % # %
Consider strategies for each performance group and/or misconceptions
Consider the components below
Selected Instructional Strategy
Learning Environment
Time- frequency and duration
Materials for Teachers & Students
Assign. & AssessmentsWhere will stud be required to use the strategy?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Antecedents* ALL teachers trained in selected Effective Teaching & Learning Practices* Time for collaborative teams allocated and protected* CFAs are developed for Prioritized Standards by collaborative teams and used with fidelity by ALL teachers* ALL teachers have “permission” to stop ineffective practices
Behaviors* ALL teachers consistently implement schoolwide selected Effective Teaching & Learning Practices and DBDM team selected Instructional Strategies with fidelity*All teachers are part of DBDM Team and actively participate in “cycles” of DBDM
Consequences* ALL students have equal access to high quality curriculum and effective instruction increasing their individual opportunities to achieve academic and behavioral success
Strategic process for improved instructional data-based decision making leading to increased student achievement
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Pre-Instruction Assessment and Mid-
AssessmentIntention: Students growing in
proficiency with Prioritized Learning Targets through strategic
instructional decision making.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
TOTAL P OSSIBLE
SCORE FOR
LEVEL
# All Students
# SWD % All % SWD
TOTAL P OSSIBLE
SCORE FOR
LEVELS
# All Students
# SWD % All Students
% SWD All Students
SWD
PROFICIENT AND HIGHER
10-9 points 17 3 18% 12%
10-9 points 14 3 14% 12% -3% 0%
CLOSE TO PROFICIENCY
8-7 points
24 4 25% 16% 8-7 points
18 5 19% 20% -6% 4%
FAR TO GO (LIKELY TO BECOME PROFICIENT)
6-5 points
40 10 41% 40% 6-5 points
35 12 36% 48% -5% 8%
INTERVENTION STUDENTS (NOT LIKELY TO BECOME PROFICIENT)
4 points
or below
16 8 16% 32% 4 points or below
30 5 31% 20% 14% -12%
TOTALS 97 25 0 97 25
SWD:NOTES:
Pre-Assessment to Mid-Assessment
Number/Name of RPDC
Date Submitted to RPDC
# TEACHERS
# of SWDs not taking CFA and why?
CONTENT AREACORE STANDARD ADDRESSED
GROUPS
Consultant Name
DISTRICT
SCHOOL
GRADE LEVEL TOTAL CLASS SIZE # SWD IN CLASS
PLEASE ATTACH THE FO RMATIVE ASSESSMENT AND SCO RING GUIDE.
Pre-Assessment CFA: DATE ADMINISTERED
TOTAL POSSIBLE SCORE FOR PRE-ASSESSMENT CFA
Mid-Instruction CFA: DATE ADMINISTERED
TOTAL POSSIBLE SCORE FOR MID-INSTRUCTION CFA
0
Total possible score is maximum points possible on the assessment.SCO RE FO R LEVEL is the score range that it takes to be in that group. (e .g., 3-4 on a Rubric, 80-100%...Whatever your district has
determined as each leve l...)# All Students - is all students taking assessment, including students with IEPs
RETEACHING INSTRUCTIONAL PRACTICE/STRATEGY USED: % Change from Pre-
Assessment CFA to Mid-Assessment
CFA
Sp Ed = students with IEPs only, NO T 504, MELL, Title I, e tc.
1ST INSTRUCTIONAL PRACTICE/STRATEGY USED:
It is possible that #s on 1st and reteaching assessment may be different as students scoring Proficient and Above on 1st may not be retested.
Shaded areas do NO T need to be fi l led.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Green indicates movement up, Red indicates movement down and BLACK indicates some students moved up and some moved down into the group
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Pre-Instruction Assessment to
Post-Assessment Intention: Students growing in
proficiency with Prioritized Learning Targets through strategic
instructional decision making
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
TOTAL P OSSIBLE SCORE FOR LEVELS
# All Student
s# SWD % All % SWD
TOTAL P OSSIBLE SCORE FOR LEVELS
# All Students
# SWD% All
Students% SWD
All Student
sSWD
PROFICIENT AND HIGHER
10-9 points 17 3 18% 12%
10-9 points 63 20 65% 80% 47% 68%
CLOSE TO PROFICIENCY
8-7 points
24 4 25% 16% 8-7 points
5 1 5% 4% -20% -12%FAR TO GO (LIKELY
TO BECOME PROFICIENT)
6-5 points
40 10 41% 40% 6-5 points
2 3 2% 12% -39% -28%
INTERVENTION STUDENTS (NOT
LIKELY TO BECOME
4 points or
below16 8 16% 32% 4 points
or below27 1 28% 4% 11% -28%
TOTALS 97 25 0 97 25
SWD: NOTES:
# of SWDs not taking CFA and why?
TOTAL CLASS SIZE
SCORE FOR LEVEL is the score range that it takes to be in that group. (e.g., 3-4 on a Rubric, 80-100%...Whatever your district has determined as each level...)
# SWD IN CLASSGRADE LEVEL
% Change from Pre-
Assessment CFA to Post-Assessment
Total possible score is maximum points possible on the assessment.
# All Students - is all students taking assessment, including students w ith IEPs
DISTRICTSCHOOL
Date Submitted to RPDCNumber/Name of RPDC
POST INSTRUCTIONAL PRACTICE/STRATEGY USED:
Sp Ed = students with IEPs only, NOT 504, MELL, Title I, etc.It is possible that #s on 1st and reteaching assessment may be different as students scoring Proficient and Above on 1st may not
be retested.Shaded areas do NOT need to be filled.
PLEASE ATTACH THE FORMATIVE ASSESSMENT AND SCORING GUIDE.
#TEACHERSCONTENT AREACORE STANDARD ADDRESSED
1ST INSTRUCTIONAL PRACTICE/STRATEGY USED:
TOTAL POSSIBLE SCORE for Pre-Assessment CFA
Pre-Assessment CFA: DATE
TOTAL POSSIBLE SCORE for Post-Assessment CFA
Post-Assessment: DATE
0
GROUPS
Pre-Assessment to Post-Assessment
Consultant Name
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Practice ProfileMissouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction. Data-Based D ec is ion M aking Process
Essential Functions Exemplary
Ideal Implementation
Proficient
Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching
is recommended.)
Far from Proficient (Follow-up professional
development and coaching is critical.)
Evidence
6
Educators design ongoing monitoring of results (monitor, reflect, adjust, repeat)
Visual representation of growth is included in results once post-assessment is scored
Reflection questions are thoroughly discussed and recorded using the visual representation
Visual representation of growth is included in results once post-assessment is scored
Most reflection questions are discussed and recorded using the visual representation
Visual representation of growth is included in results once post-assessment is scored
Some or few reflection questions are discussed and recorded using the visual representation
Visual representation of growth is not included in results.
Reflection questions are not discussed and/or recorded.
Data-Based Decision Making Excel/Word Template
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Closing thoughts…
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
References Blanchard, K. (2007). Leading at a higher level: Blanchard on leading and higher performing
organizations. Upper Saddle River, NJ: Prentice Hall.
Gilbert, T.F., (1978). Human competence: Engineering worthy performance. New York, NY: McGraw-Hill.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
Horner, R. H., Sugai, G., & Todd, A.W. (2001). “Data” need not be a four-letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20-22.
Means, B. Chen, E., DeBarger, A, & Padilla, C. (2011). Teachers’ ability to use data to inform instruction: Challenges and supports. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Washington, D.C., 2011. Retrieved from http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html
McIntosh, K., Horner, R. H., & Sugai, G. (2009) Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.) Handbook of positive behavior support (pp. 327-352). New York: Springer.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
References Newton, S. J., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009).
Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.) Handbook of positive behavior support (pp. 551-580). New York, NY: Springer Science & Business Media, LLC.
Reeves, D. B., (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: Association for Supervision and Curriculum Development:
Rosenholtz, S.J. (1991). Teacher’s workplace: the social organization of schools. New york: Teachers College Press.
Sprague, J., Walker, H., Golly, A., White, K., Myers, D.R., and Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education & Treatment of Children, 24(4), 495-511.