DDIC For Aiea High School Teachers

Data-Driven Instruction Cycles® Utilize formative instruction strategies to gather feedback from every student everyday. Use student work to analyze student strengths, misconceptions, make inferences and determine strategies that address the differentiated needs of students. Incorporate data  into the development of appropriate learning experiences for students. Join the Conversation What is DDIC? An effective academic relationship [...]
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Data-Driven Instruction Cycles®

Utilize formative instruction strategies to gather feedback from every student everyday. Use student work to analyze student strengths, misconceptions, make inferences and determine strategies that address the differentiated needs of students. Incorporate data  into the development of appropriate learning experiences for students.

What is DDIC?

An effective academic relationship is a relationship whereby both teachers and students are aware of the specific concepts and skills that are being learned, those that will be learned, and those that need to be reinforced. These academic relationships depend on educators knowing the DNA of their students; that is, knowing their Dreams, their Needs, and their Abilities. To this end, ATC recommends that schools integrate Data-Driven Instructional Cycles (DDIC) into their existing framework for PLC’s and RTI-A. Data-Driven Instructional Cycles synthesize professional collaboration and classroom learning experiences into an effective and efficient process for studying standards, utilizing assessments, analyzing student work, and creating/delivering targeted lessons for every student every day. This process is based on the realization that the most valuable teacher learning experiences are those that they get from their colleagues during the school day in a job-embedded, differentiated, and “just-in-time” way. At least once per unit of study, teacher teams collaborate on the four core components of this teaching and learning cycle. These core components are outlined below in greater detail:

 

Standards Study Sessions

During these sessions, data-driven teacher teams utilize a systematic process for studying the prerequisite, requisite, and future learning required for mastery of the state standards. Teachers analyze the skills and concepts embedded in the priority and supporting standards for an upcoming unit of study and discuss the instructional implications of those standards. This is vertical alignment in “real-time”.

 

Assessment Literacy Sessions

During these sessions, data-driven teacher teams utilize a systematic process for becoming educated consumers and creators of formative assessments. Teachers determine the student success criteria, scoring guides, and learning progressions that ensure student mastery of the state standards. They also develop selected response, short-constructed response, and extended response items aligned to the state standards and the progressions of learning.

 

Data-Analysis Sessions

During these sessions, data-driven teacher teams utilize a systematic process while reviewing student work to determine student strengths, student misconceptions, and the research-based instructional strategies that will best address those misconceptions. Their selected research-based instructional strategies become the foundation for the students’ learning experiences throughout the unit of study.

 

Lesson Planning and Delivery Sessions

During these sessions, data-driven teacher teams consolidate the results from their standards study, assessment planning, and data analysis sessions to develop and delivery rigorous and relevant learning experiences that meet the differentiated needs of their student populations.

Personal Coach Profile

Your personal coach is standing by to partner with you, your school, and your school district on this learning journey. The results of a needs assessment is used to customize on-site and virtual learning sessions, results-oriented implementation plans, milestones, and ongoing progress reports. This partnership is ideal for those in need of customized learning plans based on a unique situation.

Meet Your Coach

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Ongoing Office Hours and PLC Support

AHS Implementation Plan & Success Criteria - November 2nd

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LIVE Session: Writing SC for One Standard – November 2, 2020 @ 8:00am
6 hrs

Use the skills and concepts embedded in each standard to create student success criteria that clearly outlines where students are going, where they currently are, and the next steps they need to take to master a selected standard. Ensure the student success criteria are clear, measurable, scaffolded, as well as, based on the pre-requisite and supporting standard.

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PLC Feedback on the 2020-21 DDIC Implementation Plan

Download and review the SY2020-21 AHS DDIC Implementation Plan. Then anonymously provide your individual feedback.

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Individual Success Criteria for One Standard Upload
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Success Criteria Mini-Lesson for One Standard Upload

Success Criteria for Multiple Standards - December 3rd

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LIVE Session: Writing SC for Multiple Standards – December 3, 2020 @1:45pm
2 hrs

Use the skills and concepts embedded in each unit's standards to create student success criteria that clearly outlines where students are going, where they currently are, and the next steps they need to take to master all the standards in each unit of study. Ensure the student success criteria are clear, measurable, scaffolded, as well as, based on the pre-requisite and supporting standards.

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Individual Success Criteria for Multiple Standards Upload
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Success Criteria Mini-Lesson for Multiple Standards Upload
If you have any issues accessing the content please email us promptly at info@aheadoftheclass.net.
Email us to schedule a Pre-class check-ins and systems test. This is an optional opportunity to verify your registration for the course and to test your mic, video, and other systems requirements before the class begins.
All participants will receive a certificate of completion after the last session for the year.

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