DAIT Frequently Asked Questions

The DAIT process is strictly defined by the California Department of Education. It is based on their nine Essential Program Components. DataWORKS will conduct district and site meetings and will facilitate collecting all the necessary information including the Academic Program Survey (APS), the District Assistance Survey (DAS), the English Learner Subgroup Self Assessment (ELSSA), and the Inventory of Services and Supports (ISS).

DataWORKS' investigations, however, go beyond the state's investigative requirements. The single most important component of student learning is effective classroom instruction for students including ELs. Schools choose to work with us because they want to take advantage of our unique insights and experience in optimizing classroom instruction. As part of the investigation, DataWORKS will conduct its own investigations measuring two important classroom measurements–what we teach and how we teach.

Instructional Calibration–how we teach. To conduct an Instructional Calibration, DataWORKS observers go into the classroom to see what is going on. (Note: School administrators and leaders accompany the observers as the first step in our instructional leadership process.) The DataWORKS observers then collect quantifiable data measuring teacher implementation of a wide range of effective, research-based instructional practices. They measure the percentage of teachers who are using lesson design components (Learning Objective, Activate Prior Knowledge, Concept Development, Lesson Importance, Skill Development, Guided Practice, and Lesson Closure). They observe to determine the percentage of teachers using effective research-based lesson delivery strategies including non-volunteer Checking for Understanding and Cognitive Strategies to help students retain what is being taught (Rehearsal, Elaboration, and Organizational strategies). Observers specifically look for implementation of English Learner Strategies (Comprehensible Input, Contextual Clues, Supplementary Materials, and Adaptations of Materials). They record the teachers' use of Language Objectives (Listening, Speaking, Reading, and Writing) and Vocabulary Development. Lesson embedded Language Objectives and Vocabulary Development are especially important for English Learners who are simultaneously learning content and the English language at the same time.

The Instructional Calibration findings are quite detailed and specific. For example, our observers will measure the percentage of teachers who have a clear Learning Objective that is presented to the students. They measure the amount of wait time provided by teachers before students are asked to respond to a Checking for Understanding question. Providing sufficient wait time is critical so that ALL students, including ELs, mentally prepare an answer, not just those students who are asked to respond. Our observers look carefully to see if the teacher is calling on volunteers or on non-volunteers to measure student learning. Teachers who call on volunteers are being misinformed on student learning. Only non-volunteer questioning or whole class whiteboard responses can measure if all students are learning and ensure that all students are engaged and participating.

Our observers measure time on task in two ways:

1. student engagement Time on Task and more importantly
2. Academic Time on Task–the percentage of time teachers spend teaching new content to students.

Our observers were surprised to discover that in many schools teachers spend less than 20% of class time delivering content to students. They found that students often spend excessive time completing worksheets either independently or in groups. While in the classroom, our observers look for and measure other factors that detract from the smooth running of the classroom, including PA announcement and people coming in and out of the classroom.

DataWORKS observers have seen over 25,000 teachers. This extensive real-time observation experience has provided our company with classroom experience in virtually every classroom practice and every standard from Kindergarten through 12th grade.

DataWORKS uses the findings of the Instructional Calibration observations as a needs assessment to focus and refine our Plan of Corrective Action that optimizes classroom instruction for students. Action Plan components addressing instruction are easy to write when this type of data is available. In addition, the data serves as a baseline against which to measure and monitor improvement in classroom instructional practices over time.

Curriculum Calibration–what we teach. The second DataWORKS-developed investigative tool is Curriculum Calibration. During this process, schools collect one week's worth of student assignments and ship them to DataWORKS. Referring to the state content standards, our calibrators then label each worksheet with the standard being taught. The information is entered into a database. Using the database, our programmers compute the percentage of assignments on grade level for each grade in each content area. Calibration often uncovers the fact that students are being taught below grade level, effectively preventing them from successfully answering grade-level questions on the annual CST. In addition, we will measure whether all types of classes–such as regular, GATE, or SDAIE–are providing equal access to grade-level instruction for all students.

The findings of the Curriculum Calibration and Instructional Calibration usually lead to a reform plan involving training in designing and teaching well-crafted, grade-level lessons using DataWORKS' Explicit Direct Instruction (EDI). Although the State of California does not reference DataWORKS directly, its "Blueprint for District Assistance and Intervention" recommends that administrators visit classrooms to verify the implementation of "explicit direct instruction."

Most schools, upon seeing the results of the classroom observations and the grade-level of the student assignments, want to start on school reform right away and not wait, especially since the results are so clear and specific. In fact, we include mini-trainings in the presentation of findings. Typically, schools want staff development and leadership training in standards and Explicit Direct Instruction as the investigation and plan writing progress.

Professional development that is not followed up with coaching is not implemented. To support implementation, DataWORKS provides extensive follow-up sessions for teachers and leaders in lesson design and classroom coaching. Our most successful coaching model is demonstration lessons followed by side-by-side teacher coaching on the same day. We have seen this model transform teachers in 30 minutes. Here is how it works. After EDI professional development, a DataWORKS consultant comes to a school and teaches a demonstration EDI lesson using the students at the school.