WHAT is Corrective Instruction? - DPS

Report
CORRECTIVE INSTRUCTION
I Have the Data…Now What???
Dorie Hall
AFL Coordinator
Instructional Facilitators’ Meeting
Staff Development Center
September 9, 2011
1
Today’s Task
• To understand how to respond to SGA/CA data on
the day(s) immediately after the assessment
• To participate in an item analysis exercise
• To examine the Corrective Instruction Toolkit and
discuss steps for implementation
EXAMINE and UNPACK STANDARDS
Curriculum Overview
Instruction and Assessment
Calendar
Learning Targets and
Progressions
CALIBRATE RIGOR and DESIGN ASSESSMENT
Local Assessments
Minute by Minute
Assessments
Common Formative
Assessments
PLAN and DELIVER INSTRUCTION
Instructional Strategies
Gradual Release of Responsibility
Student Ownership and
Engagement
Descriptive Feedback
ASSESS and ANALYZE DATA
TODAY’S
Standards, Item Analysis,
Teacher and Student
Looking at Student Work
TASK
Reflection
Student Responses
DETERMINE MASTERY and COMMUNICATE RESULTS
Corrective Instruction
Enrichment
Focused Revision
Standards -Based Grading
Corrective Instruction
• What’s the MUDDIEST POINT for teachers?
• What is CRYSTAL CLEAR for teachers?
WHAT is Corrective Instruction?
• Instructional strategies provided to students
who demonstrate non-mastery of standards
• Designed to correct specific misconceptions
• Involves different strategies than those used
during initial instruction
• Enrichment exercises provided to students
who demonstrate mastery of standards
Corrective Instruction Continuum
Novice
Practicing
Expert
TEACHERS
Limited
understanding of
expectations and
planning procedures
Provides general
review of assessment
items/standards to
whole group
Practices proactive
planning, Establishes
flexible groups
amongst/across teams
to differentiate
instruction
STUDENTS
Limited
understanding of
purpose and
expected outcomes
Aware of overall
Complete understanding
assessment score and of strengths/weakness
need for class review
by standard and
differentiated
schedule/instruction
PARENTS
Limited
understanding of
purpose and
expected outcomes
Aware of schedule,
student
needs/expectations
Complete understanding
of how to provide
support outside of
school
WHEN should Corrective Instruction
occur?
• SHORT TERM
– 1-2 days following SGA/CA
• LONG TERM
– Continuously throughout the quarter
WHEN should Corrective Instruction
occur?
Monday
Tuesday
Wednesday
Thursday
Friday
14 September
15 September
16 September
17 September
18 September
SGA Item Analysis SGA Item Analysis
and
and
Corrective
Corrective
Instruction
Instruction
Standard 1.05
(1.07, 1.05)
SGA
(1.07, 1.05)
(1.07, 1.05)
HOW should Corrective Instruction
be delivered?
PHASE 1: Short Term
–Day 1: Item Analysis Lesson
• Assessment Reflection
• Assessment Correction
–Day 2: Item Analysis Lesson Cont’d or
Flexible Groups
Item Analysis Exercise
• Review the SGA and Item Analysis Report
• Sort the items according to performance
bands by placing each one in either the red,
yellow, orange, or green sections
• Complete Item Analysis Teacher Worksheet
Item Analysis Report
CORRECTIVE INSTRUCTION TOOLKIT
• “How Classroom Assessments Improve
Learning” Article
• Item Analysis Teacher Worksheet
• Item Analysis Lesson Plan
• Assessment Reflection Student Worksheet
• Assessment Correction Student Worksheet
– Math and Reading
Teacher “Look Fors”
During PLCs
•Access, Review, and
Analyze Big 4
•Complete Classroom Data
Analysis Worksheet
•Update Class Data
Notebook/Chart
•Refer to unpacked
standards to identify
specific misconceptions
During Instruction
• Provide and review
Individual Student Reports
•Update Student Data
Notebook/Chart
•Completion of
Assessment Reflection and
Correction worksheets
Student “Look Fors”
During Class
•Review Student Report
•Update Data Notebook
•Complete Assessment
Reflection and Correction
worksheet
Beyond Class
•Parent Communication
•Spiraling Homework
•Tutoring
•Parental Support
Things to Consider…
• 2 Phases
– Short and Long Term
• Start Small
–
–
–
–
Professional Development
Implementation
Monitoring
REPEAT!
• Collaboration
– Tutors, Parents, Media Coordinator, Elective Teachers
Next Steps…
• Read article “How Classroom Assessments Improve
Learning”
• Identify where your school is on the continuum and
identify a growth area
• Plan Professional Development
– Weekly PLCs
– Early Release Day

similar documents