Education Unit 1 Writing Assignment
kcurry90
7A--Implementation_Rubric_for_DDI_17-18_v7.docxImplementation Rubric
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo
The rubric is intended to be used to assess the present state of data-driven instruction and assessment in a school. The rubric specifically targets interim assessments and the key drivers leading to increased student achievement.
4 = Exemplary implementation 3 = Proficient implementation 2 = Beginning implementation 1 = No implementation
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Data-Driven Culture 1. Active Leadership Team: facilitate teacher-leader meetings looking at student work (interim assessment analysis and weekly data) & monitor the follow-up 2. Introductory Professional Development: introduce teachers and leaders to data-driven instruction—understand how assessments define rigor, how to analyze student work, and how to adapt instruction 3. Implementation Calendar: begin school year with a detailed calendar that includes time for assessment creation/adaptation, interim assessment analysis, weekly data meetings, and re-teaching ( flexible enough to accommodate district mandates/changes) 4. Ongoing Professional Development: PD calendar is aligned with data-driven instructional plan: includes student work analysis, action planning and learning how to teach content 5. Build by Borrowing: Identify and implement best practices from high-achieving teachers & schools: visit schools/classrooms, share & disseminate resources/strategies |
/4 /4 /4 /4 /4 |
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Assessments 1. Common Interim Assessments 4-6 times/year 2. Transparent Starting Point: teachers see the assessments at the beginning of each cycle; assessments define the roadmap for teaching 3. Aligned to state tests and college readiness 4. Aligned to instructional sequence of clearly defined grade level and content expectations 5. Re-Assess previously taught standards |
Lit. Math /4 /4 /4 /4 /4 /4 /4 /4 _/4 /4 |
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Analysis 1. Immediate turnaround of assessment results (ideally 48hrs) 2. User-friendly, succinct data reports include: item-level analysis, standards-level analysis & bottom line results 3. Teacher-owned: teacher analyzes own student work supported by instructional leaders 4. Test and student work in hand: start from the exemplar and identify the gaps 5. Deep: moves beyond what students got wrong and answers why : procedural and conceptual misunderstandings |
/4 /4 /4 /4 /4 |
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Action 1. Re-teach: use guided discourse or modeling strategies to reteach difficult standards 2. 6-week action plans: execute plans that include whole-class instruction, small groups, tutorials, and before/after-school supports 3. Ongoing assessment: check for understanding every day: aggressive monitoring of independent work, questioning, and in-class assessments to ensure student progress between interim assessments 4. Follow-up/Accountability: instructional leaders review lesson and unit plans and give observation feedback driven by the action plan and student learning needs 5. Engaged Students know the end goal, how they did, and what actions to improve |
/4 /4 /4 /4 /4 |
TOTAL : /100
Revised 2017
