how does data analysis influence your instructional planning?

How Does Data Analysis Influence Your Instructional Planning?

What is Instructional Planning?

Traditional Approach

Open up the Text book and begin, see how far I can get. Choose what parts of the book I want to teach.

Teach concepts chosen by individual teacher.

Windsor C-1

Identify Concepts/Standards (GLE’s, ACT, National Standards, Local) to be taught with a particular unit.

Instructional Planning Step 1

Identify the Concepts (standards) that you will be teaching for the given unit.

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation

Instruction:Whole/Small/Individual

DI units (Tiered Assignments)Cooperative LearningImplementation of TechnologyDaily Concept Checks

Enrichment Instruction

Small Group/ Individual InstructionAnchor Activities

Alig

ned

Cu

rric

ulu

m

Identify Student Learning Styles

Windsor Curriculum Template

See curriculum binder

Components of the Curriculum

Unit Title: Concepts: GLE, ACT, National Standards, Local Standards

BI or Competency: see next slide

Essential Questions: Questions designed to attract student interest and assign meaning to the Unit

Big Idea: Term used by DESE to identify overall theme of the GLE Strand.

Competency: Windsor term used to describe overall theme of the unit.

Due to the possibility of multiple BI’s being taught in a unit a new overall statement (competency) is created to summarize all of the concepts being taught.

Competency Example

Parts of the competency– All students will– Bloom’s/DOK verb– Statement summarizing concepts– Measurable indicator

Competency Example cont.

All students will assess the reasons why the colonist declared

independence from Great Britain at 80% proficiency (80% is lowest).

Percentage is cut off for Mastery Manager Competency is A+ tracked objective

Practice Competency Writing

Use Curriculum binder Looking at your IC, identify first

Unit/Strand to be taught 3rd quarter

Backward Design

– Understanding by Design: Wiggins and McTighe

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction”

- Stephen R. Covey

Backwards Design

Instead of beginning with textbooks, favored lesson, or time honored activities, start with targeted goals or concepts to be covered.

Concepts become the criteria by which assessments are prepared, instructional procedure are developed, and materials are selected.

Instructional Planning Step 2 Develop or Examine the assessments you will be

giving – Summative– Formative– Pre-Assessments– Performance Based Project (rubric must be included)

* If you give other assessments (quizzes, unit test) during the unit, use Analyzing Classroom Assessment worksheet to determine if it is necessary to continue to give them. (Selective Abandonment)

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation





Alig

ned

Cu

rric

ulu

m


Summative Assessments Traditional

– Multiple types of questions(T/F, Matching,Fill in the blank)

– No formal alignment to unit standards

– Little to no feedback given other than a grade or percentage

– No formal alignment to Bloom’s or DOK’s

– Multiple low level questions– Multiple questions assessing

the same concepts

Windsor C-1– Question types mirror those

that students are exposed to on state and national test (MC, CR, PE)

– All questions are aligned to the standards in the unit.

– Due to formatives, teacher is aware of when students are ready to take the test

– Descriptive feedback given– Alignment to Bloom’s and

DOK’s– Audited for Quality

How do you develop a Summative Assessment? 1. Using your curriculum template, develop

questions that address all the concepts covered in the unit.

2. After questions have been developed, check to make sure all concepts have been covered. Do you have enough questions for each concept to assess mastery?

Summative Assessment Guidelines 1. Use only MC, CR, PE questions. No

T/F or Matching. 2. 15-20 questions total 3. Questions documented on district

template 4. Use Assessment Audit Tally Sheet to

check for quality. 5. Turn into C.O. for approval.

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation





Alig

ned

Cu

rric

ulu

m


Formative Assessments

Traditional – Quizzes

– Worksheets

– Homework

– Students given grades

– Little or no descriptive feedback given.

– Only feedback is point or percentage total

Windsor C-1– Sampling of questions (3-5)

aligned to the standards

– Daily Checks– Non graded.

– Used as a report to let teacher know if students are understanding the concepts of the unit.

– Used to modify and pace instruction

How to develop a Formative

1. Using your curriculum template, develop questions that address all the concepts covered up to that point in the unit.

2. After questions have been developed, check to make sure all concepts taught up to that point have been covered. Only need 1-2 questions per concept.


1. Use only MC questions 2. 4-5 questions 3. Questions documented on district

template 4. Use Assessment Audit Tally Sheet to

check for quality. 5. Turn into C.O. for approval.


Formative (non-graded)– Serves as a report to modify instruction

Note: If no feedback is given and teacher is just tallying points, it is not a formative assessment, it is a traditional quiz.

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation





Alig

ned

Cu

rric

ulu

m


Pre-Assessments

Traditional– Not administered

Windsor C-1– Same format as summative

assessment

– Questions aligned to concepts covered during the unit/quarter/semester

– Aligned to Bloom’s and DOK’s

– Audited for Quality

– Not averaged into students grades

– Used to assist teachers in instructional planning/pacing

How to develop a Pre-Assessment 1. Using your curriculum template, develop

questions that address all the concepts covered in the unit.

2. After questions have been developed, check to make sure all concepts have been covered. Do you have enough questions for each concept to give you the necessary information for instructional planning?

Pre-Assessment options

Use district made (Quarter/Semester) Use Summative as Pre-Assessment

– Notify C.O. in advance– This is a report. Do not go over with students

or reveal answers!

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation





Alig

ned

Cu

rric

ulu

m


Instructional Planning Step 3

Planning Instructional Activities Looking at the Concepts for the unit,

determine the amount of time needed to address each concept– Look at Pre-Assessment data– Look at MAP Data– Look at other applicable data

Step 3 cont.

Design Whole and Small Group activities to teach and practice with the concept – At grade level– Above grade level– Below grade level

Pre

-Assessm

en

t

Form

ati

ve

Su

mm

ati

ve

Remediation





Alig

ned

Cu

rric

ulu

m


How to Analyze Data Using Mastery Manager

Data Analysis Worksheet

how does data analysis influence your instructional planning?

Documents

given unit

concepts standards

unit standardslittle

unit test

particular unit

instructional planning

competency exampleparts

instructional procedure