Data Driven Instruction & School-Based Inquiry

What we know to this point…

Three Big Ideas

• What does RTTT say about data and inquiry?

• What are the essential components of leading data driven instruction (DDI)?

• What are some pitfalls to avoid when leading data driven instruction?

What does RTTT say?

• Educators will work together in inquiry teams within each school, communicate through the instructional reporting system, diagnose problems at all levels of the school and examine and implement best practices to solve them, and evaluate and share results system-wide (p. 126, referring to statewide data reporting system).

What does RTTT say?

• School-based inquiry teams analyze data for target groups of students that share common learning challenges (e.g., fifth grade ELL boys in math), investigate the root causes and skill gaps, use research-based instructional strategies to address the weaknesses at the skill level, and continually evaluate the strategies being used (p. 51, footnote referring to NYC model).

What does RTTT say?

• The design is a sustainable model driven by data and evidence that emphasizes both principal leadership and teacher cooperation. It makes time for teachers to work actively together—using the data, analyzing the results, and making and evaluating adjustments in their instruction as needed (p. 137-138, describing NYC model).

What does RTTT say?

• Each inquiry team will consist of teachers who face common challenges in student achievement (e.g., poor performance in 3rd grade math) (p. 142).

What does RTTT say?

• All school districts and schools will be required to participate in the instructional improvement system. Each LEA will provide 90 minutes of weekly collaborative time for teachers and leaders to participate in school-based inquiry teams. The Board of Regents will consider this requirement in 2011, to begin by October 2012… (p. 144).

School PD RecommendationsAugust – October 2011• Defining Data Driven Instruction and School Based Inquiry so that

efforts can be focused on high leverage strategies • Collaboratively & accurately diagnose school capacity for implementing

the Inquiry/ DDI model based on the DDI key drivers • Build and/or identify high quality assessment tools to use in the

classroom • Develop an implementation plan for data driven instruction that is

tailored to the specific needs of schools and/or districts • Diagnose the quality of each school’s implementation of data driven

instruction against the key drivers • Support the ongoing development of data driven cultures in teams of

teachers and school leadership teams

NYSED Document: Recommendations for School-Level Network Team PD Common Core & Inquiry/ DDI, June 15, 2011

School PD Recommendations

October – May 2012• Linking Instruction and follow up with analysis and ‐

action planning • Align instructional practices, assessments, and

analysis to the rigor of the Common Core standards • Support and/ or lead effective analysis meetings

with teachers that increase student learning • Monitor Progress on Action Plans and determine

mid course corrections in each school ‐NYSED Document: Recommendations for School-Level Network Team PD Common Core & Inquiry/ DDI, June 15, 2011

Driven by Data

• Paul Bambrick-Santoyo

• 4 Key Areas of Focus• 5 Key Drivers per Area• 8 Mistakes that Matter

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Data Driven Instruction

Paul Bambrick_Santoyo, 2010

Assessment Analysis Action

Data Driven Culture

Unpacking DDI

• Assessment (3-5)• Analysis (37-40)• Action (70-72)• Culture (105-109)

What essential understandings are highlighted in your section?

How does the story in your section illustrate the key drivers from the rubric?

Paul Bambrick_Santoyo, 2010

Assessments

• Common Interim Assessments• Transparent Starting Point• Aligned to State Tests and College Readiness• Aligned to Instructional Sequence• Re-Assessed

Paul Bambrick_Santoyo, 2010

Analysis

• Immediate Turnaround• Data Reports• Teacher-Owned Analysis• Test-In-Hand Analysis• Deep Analysis

Paul Bambrick_Santoyo, 2010

Action

• Planning• Implementation• Ongoing Assessment• Accountability• Engaged Students

Paul Bambrick_Santoyo, 2010

Data Driven Culture

• Highly Active Leadership Team • Introductory Professional Development• Implementation Calendar• Ongoing Professional Development• Build by Borrowing

Paul Bambrick_Santoyo, 2010

8 Mistakes that Matter

• Inferior Interim Assessments• Secretive Interim Assessments• Infrequent Assessments• Curriculum-Assessment Disconnect• Delayed Results• Separation of Teaching and Analysis• Ineffective Follow-Up• Not Making Time for Data

Paul Bambrick_Santoyo, 2010

Data Driven Instruction & School-Based Inquiry

District Level Analysis(1,000 ft. view)

School-Based Inquiry

Department or Grade Level

Teacher

Interim AssessmentsFormative Assessments

Interim Assessments

Interim AssessmentsNYS Assessments

NYS Assessments

Assessment CycleType of Assessment Frequency of

AssessmentUsage

Pre-Assessment Prior to instruction Assess prior knowledge and skills.

Formative Assessment Daily or more Ongoing assessment for student learning.

Interim Assessment 4-6 times per year Assess all skills and knowledge to that point in time.

Summative Assessment Annually Assess knowledge and skills learned throughout the course.

Recommended Resources

• Driven by Data: A Practical Guide to Improve Instruction by Paul Bambrick-Santoyo, 2010

• Children First Intensive Inquiry Team Handbook by NYC Department of Education, 2008

• The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, 2008

Data Driven Instruction & School-Based Inquiry

More information to come on: www.engageny.org

www.caboces.org/iss/rttt