Data Driven Instruction
Initiative
Start with the Standards
• Systematically examine the MN State Standards for each
subject (particularly Math and Reading) for each grade level.
• In which quarter do we teach each standard?
• Are there any standards not accounted for in our curriculum
that we need to address?
• Are we spending large amounts of time on curriculum not
mandated by the standards?
• Does it make sense to re-order any of the curriculum?
Work as grade-level teams, agree on the same
level of rigor in lessons
Example: “Students will use percentages in a variety of
situations.” Left alone, teachers might teach this
standard to different levels.
A) What is 50% of 20?
B) What is 67% of 81?
C) Ann got 7 of 10 questions right on her test. What percent did
she get correct?
D)
Jon made 15 of 40 baskets. Tim made 13 of 25 baskets.
Who had the better percentage?
Give Interim Assessments
• Questions assess students’ progress towards
mastery of grade level state standards taught that
trimester. Because it is an interim assessment, you
would expect an interim score.
• Each assessment is tailored to the standards taught
that trimester and is different than the previous/next
trimester’s assessment. Scores from one trimester
to the next cannot be compared because different
standards are addressed.
• Enter data in a spread sheet
Darryl
Mary
Michelle
Jessica
Nana
Zachary
Mary
Lucy
Charles
Lamar
Susan
Ashely
Waynon
Yasmine
Terrell
Joseph
Samuel
TOTAL CORRECT PER QUESTION
PERCENTAGE CORRECT BY Q:
22
21
20
20
20
20
19
18
17
19
17
16
17
15
12
15
11
92%
88%
83%
83%
83%
83%
79%
75%
71%
79%
71%
67%
71%
63%
50%
63%
46%
91%
88%
85%
82%
82%
82%
79%
76%
70%
69%
70%
67%
66%
64%
48%
50% C
39%
10
11
12
13
14
15
16
17
19
H
J
J
J
B
G
J
J
B
B
D
B
C
H
F
F
G
F
H
15
17
17
17
88% 100% 100% 100%
D
H
H
H
G
B
47%
16
C
A
8
94%
C
C
C
C
C
D
J
8
47%
Tier 2 Standards:
Character Description:
Most Important Detail:
Sentence in Context:
Vocab in Context:
G
G
J
J
J
J
H
J
G
G
G
G
G
G
F
F
94%
81%
84%
59%
55%
59%
Recall stated information (right there)
9
Sequence of events (what comes after)
8
Main idea (purpose)
Author's purpose: how accomplished
7
Recall stated information (conclude)
Vocab in context
6
Inference: NOT in passage but helpful
Inference (global conclusion)
5
Recall stated information
Sequence of events (what comes after)
4
Sequence of events (what comes after)
Main idea (alternative title)
3
Main idea (mostly about)
Understand sentence in context
2
Recall stated information (right there)
Sequence of events (middle event)
1
16
Tier 1 Standards:
Recall Stated Information:
Main Idea:
Sequence of Events:
Supporting Details:
Inference:
89%
89%
89%
78%
78%
78%
78%
78%
67%
44%
67%
67%
56%
67%
44%
22%
22%
Recall stated information (right there)
Student Name
True/false
COMBINED PROFICIENCY SCORE:
OPEN-ENDED: % CORRECT
MULT. CHOICE: % CORRECT
MULT. CHOICE: TOTAL CORRECT
SCHOOL NAME
H
J
NA
B
B
B
B
H
J
J
J
G
H
H
C
15
13
11
10
16
88%
76%
65%
59%
94%
D
B
B
D
F
C
B
C
C
4
24%
D
B
F
8
47%
A
A
15
A
5
88%
29%
Tier 3 Standards:
71%
53%
91%
47%
Fact/Opinion:
Author's Purpose:
True/False:
59%
88%
94%
14
82%
45
44
43
41
41
41
40
39
41
37
39
37
39
34
34
34
32
29
26
24
21
Analyze main idea / theme
6
7
8
9
d
a
a
a
a
d
a
d
a
c
c
c
c
21
d
a
a
b
a
a
c
d
d
a
a
d
15
a
c
b
c
a
c
c
c
c
c
a
a
d
b
b
b
14
17
7
17
16
20
15
18
19
20
9
18
67%
81%
33%
81%
76%
95%
71%
86%
90%
95%
43%
86%
Repeated 5-1 Standards:
Initial Understanding (1,43,46): 73% S-V agree (12,13,30):
Recall stated info (8,45,49):
63% Capitalization (10,29):
Predict & Hypothesize
-- Vocabulary (2,3,17):
Punctuation (23,26,34,41):
86% Verb Tense (13,37):
14
b
b
a
a
a
a
c
a
a
b
a
17
13
b
c
81% 100%
12
a
a
21
11
a
d
b
b
b
100%
10
Identify & prevent run-on sentences
Recall stated Information/Analyze plot
5
Sentence Combining - simple sentences
Literary techniques - conflict/problem
4
Use correct verb tense (to be)
Make inferences using text
3
Use the verb to be and to have
Make inferences using text
2
Too / To / Two
Draw conclusions
1
Use appropriate capitalization
Vocabulary strategies/context
3.8
3.8
2.5
3.3
3.0
3.0
2.3
3.5
3.0
3.0
3.0
2.8
2.5
2.8
3.3
2.3
3.5
2.0
2.0
2.0
1.8
Vocabulary strategies/context
WRITING: AVG. SCORE (OUT OF 4)
90%
88%
86%
82%
82%
82%
80%
78%
82%
74%
78%
74%
78%
68%
68%
68%
64%
58%
52%
48%
42%
Student Name
Ashanti
Shelton
Michelle
Jessica
Ni'mah
Oluyami
Mary
Najla'a
Charles
Lamar
Imani
Ashely
Waynon
Yasmine
Terrell
Shantia
Sundoes
Shannon
Al-Quan
Brandon
Mudiwa
TOTAL CORRECT PER Q:
% CORRECT PER Q:
% CORRECT BY STANDARD:
Demonstrate Initial Understanding
MULTIPLE CHOICE: % CORRECT
MULTIPLE CHOICE: # CORRECT
RESPEITO
5-2 Standards:
81%
76%
75%
95%
Story elements (8,19,44):
Summarizing (16):
Run-on/fragments (15,28,38):
63%
52%
76%
Reviewing & Using the Data
• Which students are doing well?
Plan challenge activities, application of
concepts, or move on to new material.
• Which students are struggling?
Break down into smaller components.
• Which concepts do we need to re-teach?
Why? Analyze questions and student
mistakes to redirect teaching.
WEEK ZERO
Decide on your Pre-Assessments as a Grade
Level Team. These are the simple
assessments that you will use to group
students on a short-term basis for Math.
Know what Math units you will teach the first
6 weeks of school.
WEEK ONE
Compare Singapore Math unit topics with
the MN State Standards
–highlight the standards you are
covering in the first six weeks
–stick to these standards
WHY?! So your Interim Assessment will
match your curriculum
WEEK TWO and THREE
Monday of Week Two – MATH Standards are due to the
Implementation Team
Teachers
teach 
Team
creates
assessments
WEEK FOUR
Staff Meeting – Interim Assessment Preview
–Interim Assessments are given to grade level
teams during the staff meeting
–Review the Assessments to remove, add, or
change questions as needed
–Predict how your students are going to do
Finalized Interim Assessments need to be returned
the next week
WEEK FIVE
Begin looking ahead. What will the second set of 6
weeks look like? Plan with your grade level team.
Staff Meeting. Final Interim Assessment is handed out
and time provided to work with grade level partners
to begin paperwork for students’ Individualized
Curriculum Plans (ICPs).
WEEK SIX
Assessment Week – MATH ONLY
Test Your Students – All tests must be completed by
Friday at 4pm
Staff Meeting Thursday – Time for grading Assessments
and entering data
WEEK SEVEN
Individual Interim Assessment Data Analysis Meetings
One-on-one meetings with Interim Assessment
Team Leaders to discuss your data and create an
action plan for challenging students, re-teaching
students (targeted differentiation)
Staff Meeting – Work on ICPs as needed
WEEK EIGHT
Parent Conferences
–Discuss ICP goals
–Academic Need
–Timelines
–Who is responsible for what
Start re-teaching students as needed
Start challenging, supplementing as needed
WEEK NINE
The cycle continues…
Compare Singapore Math unit topics with the MN State
Standards…
Assessments have different purposes
NWEA
JOE MAUER
MATH RIT Range 208-214
Numbers & Operations 197-209
Geometry & Measurement 208-221
Data Analysis 210-221
Algebra 204-216
Pretest
24
-13
31
-12
9
-2
205
-18
Unit Assessments
•Progress on curriculum content
Interim Assessments
•Progress on MN State Standards
•Leads to success on MCAs
INTERIM ASSESSMENTS vs NWEA MAP TESTS
• Interim Assessments are standard-specific, rigorous, and
provide detailed data on each student
• Interim Assessments allow teachers to create instructional
plans that keep MN Standards in the forefront, leading to
success on the MCAs
• NWEA MAP questions a student is given may or may not
correlate with MN Standards
• Teachers do not know specific questions each child is given on
the MAP test (i.e. The teacher does not know if the low score
in “Operations” is due to difficulty in subtraction or
multiplication)
• MN State Standards are often at a higher level of rigor than
the questions on the NWEA MAP tests.
Individualized Curriculum Plan (ICP)
• Instructional Goal
- based on interim assessment data
- primarily geared toward areas of academic
need but can also be for areas of
recommended enrichment
• When/how it will be addressed
- tutoring, small group instruction, Targeted
Services, individualized learning contract, etc.
• Person(s) responsible