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?