Data Driven Instruction for Common Core Learning Engage

Data Driven Instruction for Common Core Learning Engage. NY. org

Learning Targets • I understand the role that school and district leaders play in establishing and maintaining systems of data -driven instruction and inquiry. • I can identify evidence of a culture that supports data driven processes that improve student achievement. • I can explain the systems and structures necessary to implement and monitor the ongoing analysis of multiple choice and performance assessments aligned to the common core. Engage. NY. org 2

Expectations and Metrics Local Superintendents. . . Principals. . . Work with principals to ensure that common assessments or performance tasks are available across the district which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Use the DDI Implementation Rubric to guide the management of the school schedule, teacher professional development, and school culture to ensure Periodic common assessments and/or performance tasks which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Cohorts of teachers conduct test/task-in-hand analysis following a protocol such as the Analysis Meeting Protocol. All teachers are thoughtfully re-teaching/ adjusting teaching practice based on analysis of student progress against the Common Core Hold principals accountable for establishing and monitoring regular analysis meetings (as defined by the DDI Implementation Rubric) and through which teachers make meaning out of student work/ data and plan next steps to solve for misconceptions and preconceptions. Hold principals accountable for consequential changes in teacher practice based on Action Plans which result from Analysis Meetings. Provide opportunities and accountability for principals sharing results of and reactions to analysis meetings following a protocol such as the Analysis Meeting Protocol. Engage. NY. org 3

Components of a Data-Driven Culture • • Relational Trust Clear Roles and Established Norms Growth Mindset Equity and Urgency Engage. NY. org 4

EPIC Data Conference What evidence do you observe of a strong DDI culture in this data conference? As you watch the video, complete the Data Conference Video Guide. Engage. NY. org 5

Evidence from Data Conference Evidence of… … relational trust … clear roles and established norms • Both teacher and leader’s opinions valued • Test in hand “do you have a copy? ” “What does it tell you about students who • Teacher and leader picked C? ” responsible for analysis • Nonjudgmental … a growth mindset … equity and urgency • No excuses • All business! “What do they need…” • Focus on most • What was taught important concepts mattered “…unless they are going “I never taught them how to become 18 th century to…” novelists…” • Positive Framing “They were halfway there…” Engage. NY. org 6

Case Study – EPIC Academy Charter High School • Read the case study to identify structures, roles and processes the school leadership put in place. • Code the text: Use S - structure, R- clear role, P – process. • Be prepared to discuss your findings and compare them to the practices at your own school. Engage. NY. org 7

Making DDI Pervasive Engage. NY. org 8

Linking DDI to other Levers Other Instructional Levers planning, observation, feedback Antecedents Standards work in the context of: • content, • task, • and curriculum Analysis Action • Look Back at curriculum and teaching • Trends • Look ahead for opportunities to reteach and reassess Engage. NY. org 9

Results Meeting Protocol What structures and systems will you need in place for teachers in your school or district to collaborate effectively in this type of data analysis meeting? Engage. NY. org 10

Implementation Rubric for DDI and Assessment • Complete the Implementation Rubric for your school or district. • Use results from the rubric and the Expectations and Metrics document to complete the sentence: Given what I know about culture, systems and structures, my highest leverage next step is… Engage. NY. org 11

Expectations and Metrics Local Superintendents. . . Principals. . . Work with principals to ensure that common assessments or performance tasks are available across the district which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Use the DDI Implementation Rubric to guide the management of the school schedule, teacher professional development, and school culture to ensure Periodic common assessments and/or performance tasks which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Cohorts of teachers conduct test/task-in-hand analysis following a protocol such as the Analysis Meeting Protocol. All teachers are thoughtfully re-teaching/ adjusting teaching practice based on analysis of student progress against the Common Core Hold principals accountable for establishing and monitoring regular analysis meetings (as defined by the DDI Implementation Rubric) and through which teachers make meaning out of student work/ data and plan next steps to solve for misconceptions and preconceptions. Hold principals accountable for consequential changes in teacher practice based on Action Plans which result from Analysis Meetings. Provide opportunities and accountability for principals sharing results of and reactions to analysis meetings following a protocol such as the Analysis Meeting Protocol. Engage. NY. org 12

Reflect on the Learning Targets • I understand the role that school and district leaders play in establishing and maintaining systems of data-driven instruction and inquiry. • I can identify evidence of a culture that supports data driven processes that improve student achievement. • I can explain the systems and structures necessary to implement and monitor the ongoing analysis of multiple choice and performance assessments aligned to the common core. Engage. NY. org 13

Educational Data Portal • How can you leverage this data source in your DDI process/system? Engage. NY. org 14

Engage. NY Portal Amrit Singh - Program Director, Portal Margo Reynolds - Program Lead, Engage. NY. org

Educator Preview • What is the Engage. NY Portal? • How will the Portal support implementation of NYS Common Core Learning Standards? • What might the Portal look like? • What’s next and when will I be able to access the Portal? Engage. NY. org 16

What is the Engage. NY Portal? • An instructional information system that: ¦ ¦ ¦ allows authorized educators, students (grades 6 through 12), and their legal guardians (all grade levels) to log in and view student educational data through data dashboards provides users with access to instructional and learning resources tagged to CCSS through the Engage. NY website, and enables educators to create secure online professional learning communities to share resources and collaborate with colleagues across the State, region, district, or school. Engage. NY. org 17

How will the Portal support implementation of NYS Common Core Learning Standards (CCLS)? Assess Analyze Take Action Engage. NY Content and Communities Recommendation Engine Data Dashboard Views, Learning Maps, and Early Warning Indicator Flags Note: Availability of features and functionality vary across Data Dashboard Vendors (Data. Cation. Compass/Connect. EDU, my. Track/e. Scholar, and Schoolnet/Pearson)

Data Dashboards: Assessment Data View Dynamic performance views for students, classes and groups at-aglance. Engage. NY. org 19

Data Dashboard: CCSS Learning Maps Bridging performance data with the goals established in the CCSS, a learning map shows a student’s (or group of students’) progression towards mastery Engage. NY. org 20

Data Dashboards: Early Warning Indicator Flag Early warning indicator flags help to identify students likely to drop out of high school and college Engage. NY. org 21

Data Dashboards: Recommendation Engine Educators will be able to quickly and easily access highquality materials aligned to the CCSS based on students’ performance against standards or other needs/preferences Engage. NY. org 22

ENY: Educator Collaboration Educators have the option to create or join existing communities to address local issues with expanded resources Engage. NY. org 23

ENY: Turnkey Professional Development Kits Professional development kits to help educators develop their skills and abilities in the implementation of the Common Core State Standards. Kits can be used alone or in groups to guide educator development in this work; they can also be used to deliver formal or informal learning experiences for others. Engage. NY. org 24

What’s Next? Learning Period (7/8/13 – 8/9/13) Product Demonstrations (8/9/13 -8/29/13) • Dashboard vendors may reach out to districts with informational materials • Districts may request being added to a “do not contact” list, halting dashboard vendors’ communications • District and charter school reps attend one of 12 regional demonstrations to inform a decision about which dashboard to select • Statewide online webinar also available to inform decisionmaking Dashboard Selection Period (8/9/13 -9/30/13) • Authorized reps from districts and charter schools will select one of three dashboards to be used at no cost during the 2013 -14 school year • A second selection process will be held prior to the 201415 school year Training (Fall 2013 - Winter 2014) • Train the Trainer sessions with Network Team Leaders (NTI) • Live, in-person training, live and recorded webinars, and self-paced tutorials (videos) Portal Launch (Fall 2013 onwards) • Fall 2013 – Educators can access the Portal • Winter 2014 onwards – Parents/Guardians and Students can access the Portal Engage. NY. org 25

Engage. NY Portal Resources - Engage. NY Portal help desk - Alex Kasavin - Lead for Field Engagement - Engage. NY Portal information page - http: //usny. nysed. gov/rttt/data/enyp. html - Includes field memos, short videos, and FAQs - Contact us for general inquiries at enyp@mail. nysed. gov Engage. NY. org 26