DDDM Action Plan

2007 by Center for Performance Assessment
All rights reserved. Copy only with permission. (800) 844-6599
Action Plan Steps and Schedule: Example

Targeted Goal (Task 4): Percentage of grade 7 students scoring proficient and higher in mathematics
will increase from 56% to 66% by the end of the 2003-2004 school year as measured by the district
required Terra Nova assessment administered in April of 2004.
Strategies
(What Adults Will Do)
Task 5
Identify students working below
grade level
Results Indicator
(Measurement and
Accountability Tool)
Task 6
List of students
performing below grade
level
Data-Driven Decision Making

Page S-1
Provide double-math
opportunities for students on list
through math intervention class
Offer a seminar on effective

teaching strategies related to
increased math performance to
all middle school math teachers
Persons Responsible, Resources,

Start & End Dates
Math department, principal, special

education staff, math support
paraprofessionals; group assessment to
measure math proficiency;
September 15 Names submitted to
principal for final determination of
students who will receive extra math
support
Offer a math
District math specialist, math teachers,
guidance counselors;
intervention class
Class start date: January 15
Improved math scores
Increased competency in District math assessment: May
Multiple monthly checks with regular math
regular math class
teacher
Course offered
District math specialist, math consultant,
district professional development
All math Teachers
department/director for recertification
registered
credit, school math teachers, math
Course completed
department chair, principal (space and
time of class)

Action Plan Steps and Schedule

Targeted Goal 1 (what the students will do):
Strategies
Results Indicator
(Measurement and
Persons Responsible, Resources, Start &

End Dates

Page S-2


Strategies
Results Indicator
(Measurement and

End Dates

Page S-3


Strategies
Results Indicator
(Measurement and

End Dates

Page S-4
Task 1 Find the Data - Treasure Hunt

Purpose
To review assessment data related to content areas, attendance, specific
grades, and demographic data from your own school and/or district in order
to gain insights about the strengths and weaknesses of your teaching and
learning programs.
Rationale
School decision-makers need a deliberate process to guide them through
the examination and analysis of data. Without this, they may be apt to
substitute strongly held opinions for the fact-based conclusions that would be
derived from a review of the actual data.
Dr. Douglas Reeves
Find the Data

Use whatever graphic organizer works best for you to get an overall picture
of your schools data.
One suggestion: Make a simple graph or table to gather information by
topics listed across the top (i.e., reading scores, math scores, writing
scores, free/reduced lunch, LEP students, Title I, Special Ed, attendance,
etc.).
List down the side the categories you want to examine (i.e., by grade level,
by individual teacher, by all students in school, by gender, etc.).
Hunt for the data and record it on your graph.
Disaggregate data where needed.
Enter group information when examining longitudinal trends and patterns.


Page S-5
Data Organizer
School
Leadership Team
Assessment Data
Date Form Completed

Content Areas
& School Year
Data
Represents
Enter Grade
Level or
special
Subgroups
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Content Areas
_______________________
_______________________
_______________________
Sub-skill Topics
_______________________
_______________________
Content
Content
Content
Content
Content
School Year
School Year
School Year
School Year
School Year


Page S-6
Data Organizer
School
Leadership Team
Assessment Data
Date Form Completed

Content Areas
& School Year
Data
Represents
Enter Grade
Level or
special
Subgroups
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Content Areas
_______________________
_______________________
_______________________
Sub-skill Topics
_______________________
_______________________
Content
Content
Content
Content
Content
School Year
School Year
School Year
School Year
School Year


Page S-7
Data Organizer
School
Leadership Team
Assessment Data
Date Form Completed

Content Areas
& School Year
Data
Represents
Enter Grade
Level or
special
Subgroups
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Content Areas
_______________________
_______________________
_______________________
Sub-skill Topics
_______________________
_______________________
Content
Content
Content
Content
Content
School Year
School Year
School Year
School Year
School Year


Page S-8
Assessment Data Review Questions Treasure Hunt

Student Achievement Information to Consider
What trends, strengths, and/or areas of concern do you find in your test data?
Example: For three years in a row, grade 3 scores for reading comprehension have been
decreasing while grade 5 reading comprehension scores for the same years have
steadily increased.
What content area(s) show significantly lower or higher results than other content areas?
Example: Grade 4 writing scores have increased at least 7% for three consecutive years
while grade 6 writing scores have consistently dropped for three years at a rate of about
5% each year as measured by the state criterion-referenced writing assessment.
What percentage of students is meeting state and/or national standards? Has this changed
from the previous year? Is the percentage higher or lower?
Example: In the spring of 2003, 37% of the districts grade 7 students performed at a
proficient and higher level as measured by the standards-based Terra Nova assessment
in the area of Science. Spring 2002 assessment data indicates that 29% of grade 7
students performed at a proficient and higher level.
Do student achievement level gaps exist between groups according to gender, ethnicity,
and/or socio-economic status?
Example: Grade 9 Hispanic ELL students consistently perform at least 25% points lower
than their Caucasian student peers and 37% points lower than their Asian peers on the
end-of-course Algebra I assessment.
What specific strategies appear to be a direct cause for increased student achievement?
Example: Math scores have improved due to the increased emphasis our school has
placed on relevant/real world math applications/situations when solving problems that
require short-constructed responses.
What comparisons can you make among content areas? If there is weakness in reading and
writing, and does this impact other content areas?
Example: When examining individual student achievement data, those students who
consistently have a low level of competency in reading and writing, as verified by data,
perform poorly on mathematics, social studies, and science assessments. This pattern is
repeated when analyzing state and district assessment data.


Page S-9
Task 2 - Analyze the Data

Youve finished the Treasure Hunt. Now it is time to take a deep breath,
stretch, and reflect on what youve learned about your school from
examining data. As you analyze the data, please be sure to ask questions if
you are not sure of the process.
Identify
areas where improvements were made areas of urgent need
areas where improvements are still needed
student groups
requiring the most assistance
areas of greatest potential growth
Record Your Observations

Base your observations on two years trends to note growth or the lack of it.
General statements such as Math scores are low or 5th and 8th grade math
scores are lowest may not provide specific enough information. It is a good
idea to clarify the statement by being more detailed.
Math achievement of students riding the bus is disproportionately low
Reading achievement of high-mobility students is low
Students who have been in ELL for two years or more consistently
perform low on assessments that require writing or reading extensive
directions
Reflect
Review the Treasure Hunt. Did you learn something new by charting the
data? List three facts that are new to you or that stand out more clearly than
before.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
Cause(s) for Celebration

What content area(s) or sub-skill area(s) showed improvement? Announce
them and celebrate with the staff!
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________


Page S-10
Area(s) Of Concern
What do your collective data show for each of the major subject matter
areas? How do this years data compare to last years data? Refer to content
clusters (sub-scales) as necessary to identify specific areas of need.
Examples:
Content Area
Sub-Scale Content Cluster
Reading
Inference
Content
Subscale
Writing
Content
Organization
(Trait)
Subscale
Record your data analysis and observations:

:
Content
Subscale
1.
2.
3.
:
Content
Subscale
1.
2.
3.
:
Content
1.
2.
3.
Subscale


Page S-11
Task 3 - Prioritize Needs Analysis

Now that you have analyzed the data, it is time to prioritize the needs. Enter
the areas in which your schools academic achievement needs the most
improvement as determined by your school team. Fill in the Content Area,
Subscale/Cluster, Grade Level, or Special Sub-Group. Then, rank order these
prioritized needs and challenges (1st, 2nd, ). (See the examples provided for
you. Please note: You will enter grade levels specific to your school only if
you are working as a school team. District-level teams will examine K-12
needs as the examples below demonstrate.)
Level of Priority
Based on Need
and Challenge
2
1
3
1
2
3
Level of
Priority
Based on
Need and
Challenge
Content Area
Subscale
Cluster
Ex. - Reading
Ex. - Inference
Ex. - Fluency
Ex. - Analyzing Text
Ex. - Writing
Ex. - Process
Ex. - Ideas
Ex. - Persuasive
Content Area
Subscale
Cluster
Grade
Level(s)
4
2
10
Special
Sub-Group
ELL
LAU A & B
1-3
5, 7
8, 10
Grade
Level(s)
Special
Sub-Group


Page S-12
Task 4 - Set, Review, or Revise Goals

Goals Must Be S-M-A-R-T (Specific, Measurable, Achievable, Relevant,
Timely)
Specific targeted subject area, grade level, and student population
Measurement instrument to be used and the element examined must be
measurable
Achievable percentage gains or increases in terms of expected change
Relevant subject areas Is the goal tending to an urgent need?
Time when the assessment will take place as well as timely in terms of
identified need
Current reality or baseline data point if available
Setting, Reviewing, and Revising Goals

Identify your most important objectives for student achievement based on
the challenges your school team identified through analyzing the data (Task
2) and the determination of your prioritized needs analysis (Task 3).
Review the goals currently included in your School Improvement Plan. Based
on your needs analysis, should your goals remain the same, or do they need
revising? If you choose to revise these goals today based on the needs
analysis, what will you change?
Suggested Format
Percentage of
(student group)
scoring proficient and higher in
(content area)
will increase from __________% to __________% by the end
of _____________ school year as measured
by
(assessment tool)
administered in
(month, time of
year)
.
Example
Percentage of grade 7 students scoring proficient and higher in
mathematics will increase from 56% to 66% by the end of the 2003-2004
school year as measured by the district-required Terra Nova
assessment administered in April of 2004.


Page S-13
Goal 1:
Percentage of ________________ scoring proficient and higher in
__________________ will increase from _____% to _____% by the end of
___________________ as measured by
___________________________________________ administered in
_______________________.
Goal 2:
___________________ as measured by
___________________________________________ administered in
_______________________.
Goal 3:
___________________ as measured by
___________________________________________ administered in
_______________________.
Which of these goal statements contain necessary and relevant information

and fit the criteria established for effective goals?
Integrate technology into the classroom.
The number of students who meet or exceed standard on end of
year/course assessments will increase by 5%.
Currently 73% of district 6th grade students are proficient and higher,
based on the District Writing Assessment (DWA), and by the spring of
2004, 85% of current 6th grade students will score at or above the
proficient level on non-fiction writing, as measured by the DWA
administered in May.
Develop strategies that will promote character.
The school will implement an assessment instrument to measure student
growth on the Research Paper Project.
Promote problem-solving/critical thinking skills across the curriculum.
75% of the 9th grade students will score proficient and higher on the endof-course assessment for Algebra I administered at the close of second
semester. The previous end-of-course Algebra I assessment data indicated
that 68% were proficient and higher.
All students will have maximum opportunity to participate and succeed.


Page S-14
Task 5 - Identify Strategies to Meet Goals

Steps for Identifying Strategies
For each goal, brainstorm the strategies that could be implemented to
increase the likelihood of achieving that prioritized goal.
Each strategy should be specific and measurable/accountable.
Strategies are action-oriented. They are what the teacher, school
team/department will do.
Strategies might consider and include classroom assessment practice,
classroom instruction, prioritizing the curriculum, resources, staff
development opportunities, instructional flexibility, parental support, and
program changes.
List strategies in order of priority.
Identify the previous or current strategies that have been most successful in
reaching student achievement goals.
When developing strategies to support prioritized goals, consider identifying
those practices and activities that should be discontinued in order to
increase the focus necessary to implement the most effective strategies.
Examples of Specific Strategies

Increase the amount of targeted professional development that focuses on
designing performance assessments.
Increase the percentage of teachers who use classroom assessment
information to provide frequent feedback to their students regarding
academic progress.
Administer monthly writing performance assessments scored by teacher
teams and/or building principals.
Increase the number of strategies modeled during staff development
opportunities that are incorporated into classroom practice.
Increase the number of academic achievement charts that are posted in
each building that include the collection of classroom data on a monthly
basis.
Design and administer district quarterly assessments to assess proficiency
on specific reading skills.
Create and deliver seminars that provide structured instructional activities
for parents to use at home with their children.
Create opportunities for teachers to collegially score student work and then
share successful classroom strategies.
Increase the number of interdisciplinary writing assessments.
Increase the percentage of art, music, science, social studies, and physical
education classes that include a focus on writing and/or problem solving.


Page S-15
Identifying Strategies Worksheet

When Identifying Successful Strategies . . .
What are the specific strategies that will help achieve the prioritized goal?
Brainstorm a list of potential strategies.
Identify the top two or three strategies that will prove most effective for
achieving the goal.
Goal Statement 1 (from Task 4):

Strategy:
Strategy:
Strategy:

Strategy:
Strategy:
Strategy:

Strategy:
Strategy:
Strategy:


Page S-16

Fishbone Diagram: Example

Page S-17

Fishbone Diagram

Page S-18

Fishbone Diagram

Page S-19

Fishbone Diagram

Page S-20
Task 6 - Determine Results Indicators

for Strategies
Results Indicators
What evidence (results indicators) can we gather on a regular basis
throughout the year to determine if the strategies are proving effective in
increasing student performance (accountability factor)?
Each strategy will include one or more results indicators.
Results indicators identify:
Whether the strategy is actually being implemented
If the strategy is having the intended effect on student learning and
improved performance
Now determine a results indicator for each of your targeted strategies. If
needed for clarification, review the results indicators on the action plan
example.
Targeted Strategy for Goal 1
Content
Subscale
Content
Subscale
Content
Subscale
Results Indicators

Results Indicators

Results Indicators


Page S-21

Action Plan Overview to Meet Prioritized Goal

School:
Team Members:
Date:
Goal (Task 4):

Strategies (Task 5):
Results Indicator(s)(Task 6):
Person Responsible
Starting Date
Ending Date
Estimated Cost
Funding Source

Page S-22

Monitoring Implementation of Action Plan

School:
Person Responsible:
Date:
Report To Be Completed By:
Goal:
Targeted Strategies:
Has This Strategy Been Implemented?

__Not implemented __Partially Implemented
__Implemented Fully
Has This Activity Had Impact?

__Yes
__No
Reasons Expected Impact Did or Did Not Occur:
Reasons Implementation Was Incomplete or Did Not

Occur:

Page S-23
Evidence of Actual Impact on Instructional Practice

and/or Student Learning:
Suggested Adjustments or Recommendations:
Reflections:
Other relevant information:

DDDM Action Plan

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2007 by Center for Performance Assessment

All rights reserved. Copy only with permission. (800) 844-6599

Action Plan Steps and Schedule: Example

Data-Driven Decision Making

Offer a seminar on effective

Persons Responsible, Resources,

Math department, principal, special

2007 by Center for Performance Assessment

Action Plan Steps and Schedule

Persons Responsible, Resources, Start &

Data-Driven Decision Making

2007 by Center for Performance Assessment

Action Plan Steps and Schedule

Persons Responsible, Resources, Start &

Data-Driven Decision Making

2007 by Center for Performance Assessment

Action Plan Steps and Schedule

Persons Responsible, Resources, Start &

Data-Driven Decision Making

Task 1 Find the Data - Treasure Hunt

Find the Data

2007 by Center for Performance Assessment

Data-Driven Decision Making

Date Form Completed

2007 by Center for Performance Assessment

Data-Driven Decision Making

Date Form Completed

2007 by Center for Performance Assessment

Data-Driven Decision Making

Date Form Completed

2007 by Center for Performance Assessment

Data-Driven Decision Making

Assessment Data Review Questions Treasure Hunt

2007 by Center for Performance Assessment

Data-Driven Decision Making

Task 2 - Analyze the Data

Record Your Observations

Cause(s) for Celebration

2007 by Center for Performance Assessment

Data-Driven Decision Making

Sub-Scale Content Cluster

Record your data analysis and observations:

2007 by Center for Performance Assessment

Data-Driven Decision Making

Task 3 - Prioritize Needs Analysis

2007 by Center for Performance Assessment

Data-Driven Decision Making

Task 4 - Set, Review, or Revise Goals

Setting, Reviewing, and Revising Goals

2007 by Center for Performance Assessment

Data-Driven Decision Making

Which of these goal statements contain necessary and relevant information

2007 by Center for Performance Assessment

Data-Driven Decision Making

Task 5 - Identify Strategies to Meet Goals

Examples of Specific Strategies

2007 by Center for Performance Assessment

Data-Driven Decision Making

Identifying Strategies Worksheet

Goal Statement 1 (from Task 4):

Goal Statement 2 (from Task 4):

Goal Statement 3 (from Task 4):

2006 by Center for Performance Assessment

Data-Driven Decision Making