The D3IL (Data-Driven Differentiated Instruction and Learning) approach is an integrated approach in which all aspects of the project relate to and support achievement of the above three statutory goals. D3IL is built around the “collaborative inquiry” approach to generating data-rich educational environments. Research demonstrates that when schools build collaborative cultures, commit to all students’ learning, and use data systematically through ongoing inquiry into improving instruction, they improve results for students. In order to effectively implement collaborative inquiry, Nancy Love finds that schools must have five “segments” of a cultural foundation in place: distribute leadership and capacity; build collaborative teams; use data frequently and in depth; focus on instructional improvement; and nurture a collaborative culture based on commitment to equity and trust.
The D3IL partnership is working to build these five “segments” of a data-rich culture through the creation of:
- Facilitative Leadership
- Data Teams
- Practice-Based Professional Development
- Differentiated Instruction and Curriculum Mapping
- Peer Reviewed Best Practices.
The EETT program provides three statutory goals:
- Academic Achievement - To improve student academic achievement through the use of technology in elementary and secondary schools.
- Tech Literacy - To ensure that every student is technologically literate by the time they complete the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.
- Effective Technology Integration via Quality PD - To encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices by State educational agencies and local educational agencies.
In order to achieve this integrated approach to improving student outcomes, the D3IL project has set a series of project goals that will help educators more effectively use technology to interpret data and apply the knowledge gained to create more effective curriculum and instructional practices.
These goals are:
Goal 1: Increase the leadership skills of participating building administrators to create professional learning communities of teachers that work to increase data literacy among all staff.
Goal 2: Design and implement school- and grade-level collaboration strategies that emphasize shared norms and values, ongoing data-driven dialogue and collaborative inquiry, with sufficient time and structure for collaboration.
Goal 3: Increase the type, amount, and frequency of data used by the entire school community as part of the ongoing system for continuous improvement to enhance instructional practice and increase student learning.
Goal 4: Improved instructional skills of teachers as measured by the alignment of learning goals, instruction, and assessments, the utilization of research and best practices, and supplemental programs and interventions to prevent failure.
Goal 5: Create a culture that supports internal responsibility rather than external accountability and focuses on opportunities for all.
Goal 6: Add to teachers’ professional belief systems that all children are capable of high levels of achievement.
Learn more about Williansburg Charter High School on their own website.