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Decision Making for Results (DMR Process)
1. Treasure Hunt/Collect and
Chart Data
2. Analyze and Prioritize
3. Goals - SMART
4. Research Based
Strategies
5. Results Indicators
Inquiry
DMR PROCESS (drilling down)
• School DMR roadmap – priority standards -Writing - unwrapped standard
• Grade Level Data Team DMR – Argumentative Writing
• Data Team Focus:– Statement/Purpose/Focus/Organization– Language/vocabulary, elaboration of evidence
• Find/create assessment• Find/create a rubric• Administer assessment• Score/analyze assessments• Submit scores
DMR – Continuous Process
Data Team Goals
Replicate, Improve, Change
Step 1. Collect and Chart the DataTeacher Number
of Students
Number of Students Proficient
Percentage of Student s Proficient
Advanced Proficient Close Far to go Intensive/ Extensive
Superman 25 13 52% 1Peter
12Jan, Kia, Cindy, Marsha, Greg, Alice, Mo, Jo, Joe, Lu, Si, Lisa
6Betty, AriBoop, Sue, Laura, Benji,
3Shakira, Beyonce, Cleo
3Mike K.VinceNick
WonderWoman
27 7 26% 0 7Potsy, Fonzy, Richie, Lenny, Squiggy, Ann Laverne
7Pablo, UriDora, Mick Diego, Boots, Shae
7Alpha, Epsi Beta, Zeta Gamma, Delta, Eta
6Huey, Duey, Louie, Chewy,Marvin,Monte
Mrs.Incredible
29 10 34% 5John E.John F.Shannon ShirleyShiloh
5Carrie, Blake, Miranda, George
10Capri, Mars,Cara, Vera, Phie, Zues, Venus, Vera Pluto, Uriah
5Pashia,Patty,Jason,Pete,Tina
4Hank, Henry, Helen, Otis
The Hulk
25 9 36% 3BetsyRossLiberty
6Alex, Will, Pippa, Kate, Dianna, Harry
8Albert, Ana Aloe, Mary T. Bill, Chelsea,Willie, Mia
2CarolMike B
6Grumpy, Sleepy, Happy, Doc, Sneezy, Bashful
TeamMini Super Heroes
106 39 *37%
* See Step 3
99%(do not omit this group)
3028%
3129%
1716%
19 18%
Steps 1 and 3 connect
Step 2. Analyze and Prioritize (Steps 2 and 4 connect)Performance Behavior (identify the concern) Inference – Root Cause (high level analysis)
Proficient: (Strengths)•Transitional strategies•Logical progression of ideas-------------------------------------------------------------------------------------------------(Obstacles or Next Steps)•Alternate/Opposing view points•Introduction/Conclusion – audience and purpose
•Students understand how to connect ideas•Students understand sequence-------------------------------------------------------------------------------------------------
•Do not understand how to clearly address opposition or offer a rebuttal•Do not understand how to “hook” an audience
Close: (Strengths)•Use of transitions•Introduction--------------------------------------------------------------(Obstacles or Next Steps)•Claim is not sustained•Weak conclusion
•Students understand how to connect ideas•Students connect to topic
-----------------------------------------------------------------------------------------------
•Do not understand how to support/sustain an idea/claim with evidence•Do not understand how to end an argument
Far to Go: (Strengths)•Focused on claim•Introduction-------------------------------------------------------------(Obstacles or Next Steps)•Claim is not sustained•Use of transitions•Weak Conclusion•Uneven progression of ideas
•Understand and connect to prompt
-----------------------------------------------------------------------------------------------
•Do not understand how to develop a claim and ideas•Do not understand how to connect ideas
Intensive/Extensive: (Strengths)•Response related to prompt---------------------------------------------------------------(Obstacles or Next Steps)•Claim is confusing•Outside ideas interfere•Few or no transitions
•Understand prompt-----------------------------------------------------------------------------------------------
•Do not understand how to develop a claim and ideas•Do not understand how to connect ideas
Step 3. Goal (Set, Review, Revise)
Percentage of Mini Super Heroes
scoring at proficiency or higher in
Argumentative writing,
statement/purpose,
focus/organization will increase from
*37% to ?% by August 28 as measured
with writing prompt administered on
August 31. (Scored with
Argumentative Rubric-
statement, purpose, focus,
organization.) *See Step 1
Specific
Measurable
Attainable
Relevant
Timely
Steps 3 and 1 connect
Step 4. Research Based Strategies
Proficient• Socratic Seminars• Cubing• Questioning
• Advance Organizers worked examples• Questioning – audience hooks, questions, quotes
• 3 x days 1, 3, & 5• Time weekly – questions
• 3 on days 2, 4, & 6• articles from text• writing demonstration
Close• Note taking – outlining• Questioning• Clearly stated learning objective
• Days 1 & 2 for 5 minutes writing demonstration• Days 3 & 4 Guided Practice
Far to Go• Note taking – outlining• Questioning• Clearly stated learning objective
• Days 1 & 2 for 5 minutes writing demonstration• Days 3 & 4 Guided Practice
Extensive/Intensive• Questioning and Self questioning• Worked examples• Graphic Organizers (Venn Diagram)
• Days 1, 2, 3 & 5 (last two are guided)• 5 minute lessons• “hot” topics (uniforms, homework, extended summer vacation)
Revisit need (step 2) Brainstorm researched based strategiesNarrow and select due to impact Develop shared understandingPlanSteps 4 and 2 connect
Step 5. Results Indicators - Impact on Learning (step 2)- Effectiveness of Use (step 4)
ProficientSocratic Seminars: • Students will engage in argumentative discussion • Students will address opposing viewpoints in writing • Students will introduce/facilitate argumentative dialogue
Worked Examples: •Students understanding how to engage a specific audience• Students use appropriate introductions/conclusions in writing• Demonstrations connect audience with introduction/conclusion• Writing demonstrations include multiple examples
CloseNote taking/outlining:• Students understanding that claims must be supported with evidence• More claims sustained in writing examples• Demonstrations/metacognition show how to support claims with evidence• Outlines used in demonstration when developing claim
Far to GoNote taking/outlining:• Students understanding that claims must be supported with evidence• More claims sustained in writing examples• Demonstrations/metacognition show how to support claims with evidence• Outlines used in demonstration when developing claim
Intensive/ExtensiveWorked examples/self questioning:• Students making a solid claim/taking a solid stance on a topic• Written claims able to be supported by evidence• Evidence that will identify claims/ claims supported by evidence• Gradual release of responsibility in instructional plan
“If we ___________ then ___________.”
Step 6. ORACObserve – Reflect – Adjust - Celebrate
Yes Some Teachers, impact
No
•Celebrate
Stay the course
• Effectiveness (step 4)• Shared understanding in relation (step 2)• Fidelity of implementation
Mid-course Corrections Made
• Revisit step 2• Revisit list step 4
Mid-course Corrections Made
IMPACT Are we seeing an impact on learning?
Are we seeing an impact on performance?
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