teacher training workshop

P1

Data-Driven Instruction & Assessment

Paul Bambrick-Santoyo

P2

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Pct. Free-Reduced Lunch

Pct.

Pro

ficie

nt

NY State Public School ELA 4th Performance vs. Free-Reduced Rates

P3

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Pct. Free-Reduced Lunch

Pct.

Pro

ficie

nt

NY State Public School ELA 4th Performance vs. Free-Reduced Rates

P4

• What did Jones do well in his attempt to improve mathematics achievement?

• What went wrong in his attempt to do data-driven decision making?

• As the principal at Springsteen, what would be your FIRST STEPS in the upcoming year to respond to this situation?

Case Study: Springsteen Charter School, Part 1

P5

• What were the key moments in Creasy’s attempt to help the girl (Pita)?

• What made Creasy’s analysis effective?

Man on Fire:

P6

PART 1—GLOBAL IMPRESSIONS:

Global conclusions you can draw from the data:

• How well did the class do as a whole?

• What are the strengths and weaknesses in the standards: where do we need to work the most?

• How did the class do on old vs. new standards? Are they forgetting or improving on old material?

• How were the results in the different question types (multiple choice vs. open-ended, reading vs. writing)?

• Who are the strong/weak students?

ASSESSMENT ANALYSIS I

P7

PART 2—DIG IN:

• “Squint:” Bombed questions—did students all choose same wrong answer? Why or why not?

• Compare similar standards: Do results in one influence the other?

• Break down each standard: Did they do similarly on every question or were some questions harder? Why?

• Sort data by students’ scores: Are there questions that separate proficient / non-proficient students?

• Look horizontally by student: Are there any anomalies occurring with certain students?

ASSESSMENT ANALYSIS II

P8

ROLE-PLAY ANALYSIS:

• What did you learn about the teachers?

• How did the interim assessment and analysis template change the dynamic of a normal teacher/principal conversation?

• By using this particular assessment and analysis template, what decisions did the principal make about what was important for the student learning at his/her school?

Teacher-Principal Role Play

P9

Videos of Teacher-Principal Conference

North Star Assessment Analysis Meetings

P10

Impact of Data-Driven Decision Making

State Test & TerraNova Results 2003-2008

P11

ASSESSMENT GOALS 2003-2007

SAME OVERARCHING GOALS:

• Achieve academic excellence for every student

• Prepare every student for college

SPECIFIC ACHIEVEMENT GOALS:

• MS: 15-point growth in students proficient/higher at each grade level (30% in 5th grade to 90% in 8th grade)

• Long-term: 90/90/90 school

P12

Comparison of 02-03 to 03-04: How one teacher improved

TERRANOVA 2002 2003

N=43 students 5th Grade Pre-Test 5th grade CHANGE

Reading 36.6% 40.5% + 3.9Language 34.1% 40.5% + 6.3

5th Grade 2002-2003 -- Percentage at or above national avg

TERRANOVA 2003 2004


Reading 31.0% 52.4% + 21.4Language 21.4% 47.6% + 26.2

5th Grade 2003-2004 -- Percentage at or above national avg

P13

6th Grade 2002-2003 -- Percentage at or above grade level TERRANOVA 2002 2003


Reading 53.7% 29.3% - 24.4

Language 51.2% 48.8% - 2.4

6th Grade 2003-2004 -- Percentage at or above grade level TERRANOVA 2003 2004

N=42 students 5th grade 6th grade CHANGE

Reading 40.5% 44.2% + 3.7

Language 40.5% 79.1% + 38.6

Comparison of 02-03 to 03-04: How 2nd teacher improved

P14

North Star Academy: NJ State Test Results

2009

P15

NJASK 8—DOWNTOWN MS LITERACY

P16

NJASK 8—DOWNTOWN MS MATH

P17

North Star Middle Schools: Setting the Standard

P18

North Star Elementary: Exploding Expectations

P19

HIGH SCHOOL HSPA—ENGLISH

Comparative Data from 2008 HSPA Exam

P20

HIGH SCHOOL HSPA—MATH

Comparative Data from 2008 HSPA Exam

P21

NEW JERSEY HSPA—ENGLISH PROFICIENCY

P22

NEW JERSEY HSPA—MATH PROFICIENCY

P23

Ft. Worthington: Turnaround Through Transparency

P24

Monarch Academy: Vision and Practice

P26

• From what you know right now, what are the most important things you would need to launch a data-driven instructional model in your school?

Quick-Write Reflection

P27

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTS

ANALYSIS

ACTION

in a Data-driven CULTURE

THE FOUR KEYS:

P28

Power of the Question

Analysis of Assessment Items

P29

1. 50% of 20:

2. 67% of 81:

3. Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?

4. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?

5. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop from before the tournament game to right after missing those free throws?

6. J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots.

• Which one had a better shooting percentage?

• In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter?

• Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?

P30

Standards (and objectives) are meaningless until you define how to assess them.

Because of this, assessments are the starting point for instruction, not the end.

ASSESSMENT BIG IDEAS:

P31

LITTLE RED RIDING HOOD: 1. What is the main idea? 2. This story is mostly about: A. Two boys fighting B. A girl playing in the woods C. Little Red Riding Hood’s adventures with a wolf D. A wolf in the forest 3. This story is mostly about: A. Little Red Riding Hood’s journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves

POWER OF THE QUESTION—READING:

P32

In an open-ended question, the rubric defines the rigor.

In a multiple choice question, the options define the rigor.

ASSESSMENT BIG IDEAS:

P33

POWER OF THE QUESTION—GRAMMAR/WRITING

SUBJECT-VERB AGREEMENT

• He _____________ (run) to the store.

• Michael _____________ (be) happy yesterday at the party.

• Find the subject-verb agreement mistake in this sentence:

• Find the grammar mistake in this sentence:

• Find the six grammar and/or punctuation mistakes in this paragraph:

P34

FOUR DIFFERENT OBJECTIVES FOR SCIENTIFIC METHOD:

1. Review the steps of the Scientific Method

2. Understand the Scientific Method

3. Define the steps of the Scientific Method

4. Use the Scientific Method in an experiment

SMALL GROUP REFLECTION:

What are the differences between each objective?

Think of the simplest and most complex way you could assess each objective. Does it change the rigor of the objective?

STARTING WITH THE OBJECTIVE:

P35

PRINCIPLES FOR EFFECTIVE ASSESSMENTS:

COMMON INTERIM:

• At least quarterly

• Common across all teachers of the same grade level

TRANSPARENT STARTING POINT:• Teachers see the assessments in advance• The assessments define the roadmap for teaching

ASSESSMENTS:

P36

PRINICIPLES FOR EFFECTIVE ASSESSMENTS:

ALIGNED TO:

• To state test (format, content, & length)

• To instructional sequence (curriculum)

• To college-ready expectations

RE-ASSESSES:

• Standards that appear on the first interim assessment appear again on subsequent interim assessments

ASSESSMENTS:

P37

ASSESSMENTS: Writing

• RUBRIC: Take a good one, tweak it, and stick with it

• ANCHOR PAPERS: Write/acquire model papers for Proficient and Advanced Proficient that will be published throughout the school & used by teachers

• GRADING CONSENSUS: Grade MANY student papers together to build consensus around expectations with the rubric

• DRAFT WRITING VS. ONE-TIME DEAL: Have a balance

P38

THE FOUR KEYS:

ASSESSMENTS (Interim, Transparent, Aligned, Reassess)

ANALYSIS

ACTION


P39

Quiz Enhancement—Reflection:

Personal Reflection

•What was hard for me about this exercise (if anything)?

•What are my big takeaways for leading quality assessments in my school?

•What questions do I have and what things do I want to learn to be an even more effective leader in this area?

P40

THE FOUR KEYS:


ANALYSIS

ACTION


P42

THE FOUR KEYS:


ANALYSIS

ACTION


P43

Analysis, Revisited

Moving from the “What” to the “Why”

P44

• What made Creasy’s analysis effective?

• After a solid analysis, what made Creasy’s action plan effective?

Man on Fire:

P45

• IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround

• USER-FRIENDLY: Data reports are short but include analysis at question level, standards level and overall

• TEACHER-OWNED analysis

• TEST-IN-HAND analysis: Teacher & instructional leader together

• DEEP: Moves beyond “what” to “why”

ANALYSIS:

P46

THE FOUR KEYS:


ANALYSIS(Quick, User-friendly, Teacher-owned, Test-in-hand,

Deep)

ACTION

in a Data-driven CULTURE(Leadership, PD, Calendar, Build by Borrowing)

P47

• What made your second round so much more effective?

• Based on this experience, what is important to be an effective teacher at re-teaching and achieving mastery?

Drawing Exercise Reflection:

P48

• What made the difference? How did Lou Russ finally learn to play the drum?

• What changed Mr. Holland’s attitude and actions?

Mr. Holland’s Opus:

P49

• PLAN new lessons based on data analysis

• ACTION PLAN: Implement what you plan (dates, times, standards & specific strategies)

• ONGOING ASSESSMENT: In-the-moment checks for understanding to ensure progress

• ACCOUNTABILITY: Observe changes in lesson plans, classroom observations, in-class assessments

• ENGAGED STUDENTS: Know end goal, how they did, and what actions they’re taking to improve

ACTION:

P50

THE FOUR KEYS:



Deep)

ACTION (Action Plan, Ongoing, Accountability, Engaged)


P51

• ACTIVE LEADERSHIP TEAM: Teacher-leader data analysis meetings; maintain focus

• INTRODUCTORY PD: What (assessments) and how (analysis and action)

• CALENDAR: Done in advance with built-in time for assessment, analysis, and action (flexible)

DATA-DRIVEN CULTURE:

P52

• ONGOING PD: Aligned with data-driven calendar: flexible to adapt to student learning needs

• BUILD BY BORROWING: Identify and implement best practices from high-achieving teachers and schools

DATA-DRIVEN CULTURE:

P53

THE FOUR KEYS:



Deep)

ACTION (Action Plan, Ongoing, Accountability, Engaged)

in a Data-driven CULTURE(Leadership, PD, Calendar, Build by Borrowing)

P54

Increasing Rigor Using Data-Driven Best Practices:

Review “Increasing Rigor” Document:

•Put a question mark next to activities that you want to understand more deeply in order to implement effectively.

•Put a star next to activities that sound particularly doable for you that you want to implement on a regular basis in your classroom.

Lesson Plan Enhancement:

•Make changes to your lesson plan given this list: Choose the particular enhancements that will help this particular lesson.

P55

Results Meeting ProtocolEffective Group Meeting Strategy

P56

• IDENTIFY ROLES: Timer, facilitator, recorder (2 min) • IDENTIFY OBJECTIVE to focus on (2 min or given)

• WHAT WORKED SO FAR (5 min)• [Or: What teaching strategies did you try so far]

• CHIEF CHALLENGES (5 min)

• BRAINSTORM proposed solutions (10 min)• [See protocol on next page]

• REFLECTION: Feasibility of each idea (5 min)

• CONSENSUS around best actions (15 min)• [See protocol on next page]

• PUT IN CALENDAR: When will the tasks happen? When will the teaching happen? (10 min)

ACTION: RESULTS MEETING 50 MIN TOTAL

P57

RESULTS MEETING STRUCTURE:PROTOCOLS FOR BRAINSTORMING/CONSENSUS

PROTOCOL FOR BRAINSTORMING:• Go in order around the circle: Each person has 30 seconds to

share a proposal.• If you don’t have an idea, say “Pass.” • No judgments should be made; if you like the idea, when it’s

your turn simply say, “I would like to add to that idea by…”• Even if 4-5 people pass in a row, keep going for the full

brainstorming time.

PROTOCOL FOR REFLECTION:• 1 minute—silent personal/individual reflection on the list: what

is doable and what isn’t for each person.• Go in order around the circle once: Depending on size of group

each person has 30-60 seconds to share their reflections.• If a person doesn’t have a thought to share, say “Pass” and

come back to that person later.• No judgments should be made.

P58

RESULTS MEETING STRUCTURE:PROTOCOLS FOR BRAINSTORMING/CONSENSUS

PROTOCOL FOR CONSENSUS/ACTION PLAN:• ID key actions from brainstorming that everyone will agree to

implement.• Make actions as specific as possible within the limited time.• ID key student/teacher guides or tasks needed to be done to

be ready to teach—ID who will do each task. • Spend remaining time developing concrete elements of lesson

plan:• Do Now’s• Teacher guides (e.g., what questions to ask the students or

how to structure the activity)• Student guides• HW, etc.

NOTE: At least one person (if not two) should be recordingeverything electronically to send to the whole group

P59

KEY TIPS TO MAKING RESULTS MEETING PRODUCTIVE:

• GET SPECIFIC to the assessment question itself: We can teach 10 lessons on this standard. What’s the set of lessons these students need based on the data?

• AVOID PHILOSOPHICAL DEBATES about theories of Math/Literacy: Focus on the small, specific challenge of the moment. That’s where the change will begin!

• IF GROUP IS TOO LARGE: After presenter is done, split into two groups. You’ll generate more ideas and you can share your conclusions/action plans at the end.

P60

TOPIC CHOICES FOR RESULTS MEETING:

1. K-2: TerraNova Challenging Questions(# 47 is counter-example: a question where students performed very well)

2. 4-6: State Test Challenging Questions/Standards

P61

Dodge Academy: Turnaround Through Transparency

P62

Greater Newark Academy Charter School 8th Grade GEPA Results

Language Arts Mathematics

Year Tested% Proficient / Adv

Proficient% Proficient / Adv

Proficient

GNA 2004 46.3 7.3

DATA-DRIVEN RESULTS:

P63





Proficient

GNA 2004 46.3 7.3

GNA 2005 63.2 26.3


P64





Proficient

GNA 2004 46.3 7.3

GNA 2005 63.2 26.3

GNA 2006 73.5 73.5


P65





Proficient

GNA 2004 46.3 7.3

GNA 2005 63.2 26.3

GNA 2006 73.5 73.5

GNA 2007 80.1 81.8


P66





Proficient

GNA 2004 46.3 7.3

GNA 2005 63.2 26.3

GNA 2006 73.5 73.5

GNA 2007 80.1 81.8

Difference 2004-07 + 33.8 + 74.5

Newark Schools 2006 54.5 41.5

NJ Statewide 2006 82.5 71.3


P67

Greater Newark Charter: Achievement by Alignment

P68

Chicago International Charter School: Winning Converts

P69

Morell Park Elementary School: Triumph in Planning

P70

Thurgood Marshall Academy Charter High School: Teachers & Leaders Together

P71

“The teachers use the assessments to become better teachers. They see what they didn’t teach very well and re-teach so we can learn it better. So we end up learning more.”

“I like the assessments because they help me know what I need to work on. Every time I have something new to learn, and my teacher pushes me to keep learning those new things.”

“My teacher would do anything to help us understand. He knows that science can be a hard subject so he will teach and re-teach the lesson until everyone gets it.”

REAL QUOTES FROM OUR CHILDREN…

P72

“Mr. G always accepts nothing less than each student’s personal perfection. He is constantly telling us that we owe ourselves only our best work. If you are not understanding something from class, he will make sure you get it before the day is over. He makes sure to come in early in the morning and stays hours after school so that we are able to go to him with anything we need.”

“Ms. J is a special teacher because she wakes up the power that we all have in ourselves. She has taught us writing skills that are miles ahead from where we started because she cares about our future.”

REAL QUOTES FROM OUR CHILDREN II…

P73

Burning Questions



P74

Conclusions



teacher training workshop

Documents