p1 data-driven instruction comprehensive leadership workshop paul bambrick-santoyo

P1

Data-Driven Instruction Comprehensive Leadership Workshop

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

META-ANALYSIS:

• What are the strengths and limitations of this approach to data-driven decision making?

• What structures are needed to allow such a process to happen?

Teacher-Principal Role Play

P10

Videos of Teacher-Principal Conference

Videotaped 2005-06

P11

Impact of Data-Driven Decision Making

North Star Academy State Test & TerraNova Results 2003-2008

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

Day 1 Conclusions

Data-Driven Instruction & Assessment


P24

Day 2



P25

Dodge Academy: Turnaround Through Transparency

P26

Ft. Worthington: Turnaround Through Transparency

P27

Monarch Academy: Vision and Practice

P29

• 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

P30

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTS

ANALYSIS

ACTION

in a Data-driven CULTURE

THE FOUR KEYS:

P31

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?

P32

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:

P33

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

ASSESSMENTS:

P34

ASSESSMENTS:

• 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:

Subject-Verb Agreement

P35

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

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

ASSESSMENT BIG IDEAS:

P36

ASSESSMENTS:

1. Solve the following quadratic equation:

2. Give the following rectangle with the lengths shown below,

find the value of x:

062 xx

1x

x

Area = 6

P37

PRINCIPLES FOR EFFECTIVE ASSESSMENTS:

COMMON INTERIM:

• At least quarterly

• Common across all teachers of the same grade level

DEFINE THE STANDARDS—ALIGNED TO:

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

• To instructional sequence (curriculum)

• To college-ready expectations

ASSESSMENTS:

P38

PRINICIPLES FOR EFFECTIVE ASSESSMENTS:

REASSESSES:

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

WRONG ANSWERS: • Illuminate misunderstanding

TRANSPARENT:• Teachers see the assessments in advance

ASSESSMENTS:

P39


ASSESSMENTS (Interim, Aligned, Reassess, Transparent)

ANALYSIS

ACTION


THE FOUR KEYS:

P40


ASSESSMENTS (Interim, Aligned, Reassess, Transparent)

ANALYSIS

ACTION


THE FOUR KEYS:

P41

ASSESSMENTS: Reading Decisions

LEVELED VS. SKILLS:

• Will your interim assessment develop around reading levels or reading skills?

P42

Grade-Level AssessmentsPROS:• Predict results on external

assessments• Measure student achievement against

grade-level standard• Ensure school maintains high

standards and expectation that all students will reach grade level

CONS:• If a student is significantly behind in

level, offers little information to inform instruction

• Difficult to see incremental (monthly or quarterly) reading gains

• Because text is often inaccessible to students, little data can be gathered on strengths and weaknesses by standard

• Demoralizing for students to constantly fail

Leveled Reading AssessmentsPROS:• Shows growth along the leveled-text

continuum—possible to see monthly gains toward grade-level standard

• Because the text is at an accessible level, gives data on individual reading standards

• Motivates students and engenders student ownership of learning process

• Confirms student reading levels for teachers

• Assessment levels correspond to book levels

CONS:• Does not predict results on external

assessments• If not supplemented by grade-level

assessments, could lower standards and expectations for the school

Leveled Assessment Debate

P43

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

P44

ASSESSMENTS: High School

• HIGH SCHOOL PROFICIENCY VS. COLLEGE READINESS: Preparing for HS state test and ACT/SAT/AP/college-level work

• SOLID SHORT PAPERS VS. RESEARCH PAPER

• MATH: Textbook vs. Application vs. Conceptual understanding

P45

ASESSMENT ANALYSIS: Exercise

• TASK: Compare State assessment with interim assessment

• USE ASSESSMENT ANALYSIS SHEET TO ANSWER:

• Are they aligned in CONTENT? What is the interim assessment missing?

• Are they aligned in FORMAT/LENGTH?

• Are they COLLEGE-READY expectations?

P46

Case Study: Douglass Street School

1. Did Krista Brown meet the challenge of 15-point gains? What percentage of teachers do you think made the gains? Which teachers did not? Why?

2. Based on your answers, name the biggest stumbling blocks to school’s success.

3. Based on your answers, name the most important drivers of school improvement.

P47

TRADITIONAL SYSTEMS: Principal-centered

HOW TO EVALUATE TEACHER EFFECTIVENESS:

1. How dynamic the lesson appeared to be

2. How well you control the kids

3. How good the curriculum guide / scope & sequence are (“well-intended fiction”—Jacobs)

4. “What is the real curriculum?” “The textbook.”

5. What the teacher teaches and how “good” their pedagogical choice was

P48

• VISION: Established by leaders and repeated relentless

• TRAINED LEADERSHIP TEAM: “real” leaders and formal leaders involved in process

• CALENDAR: Calendar in advance with built-in time for assessments, analysis & action

• PROFESSIONAL DEVELOPMENT: Aligned

DATA-DRIVEN CULTURE:

P49

ASSESSMENTS (Aligned, Interim, Reassess, Transparent)

ANALYSIS

ACTION

in a Data-driven CULTURE (Vision, Leadership, Calendar, PD)

THE FOUR KEYS:

P50

Analysis, Revisited

Moving from the “What” to the “Why”

P51

• What made Creasy’s analysis effective?

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

Man on Fire:

P52

• IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround

• BOTTOM LINE: Includes analysis at question level, standards level and overall—how well did the students do as a whole

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

• TEACHER-OWNED analysis

• DEEP: Moves beyond “what” to “why”

ANALYSIS:

P53


ANALYSIS(Quick, Bottom line, Teacher-owned, Test-in-hand, Deep)

ACTION

in a Data-driven CULTURE(Vision, Leadership, Calendar, PD)

THE FOUR KEYS:

P54

Running Effective Analysis Meetings

P55

• Did teachers see the assessment in advance? (TRANSPARENCY)

• Did they mark it up: Confident, Not Sure, No Way? (TEST-IN-HAND, TEACHER-OWNED)

• Did you train teachers in analysis strategies? (PROF DEVT, DEEP)

• Did they fill out an analysis sheet? Did they answer the fundamental question: WHY the students did not learn it? (TEACHER-OWNED, DEEP)

• Did they have to fill out an action plan? Did you model how to fill out an action plan using these analysis questions? (ACTION PLAN, ACCOUNTABILITY)

PRECURSORS TO EFFECTIVE ANALYSIS MTGS

P56

• Did you model a poor and a good conversation so they hear your expectations? (PROF DEVT, DEEP)

• Did you analyze their results (above and beyond them analyzing their own) in preparation for the meeting? (LEADERSHIP)

• Did you collect their analysis ahead of time and see if it looked acceptable? (LEADERSHIP, ACCOUNTABILITY)

• Did you have a plan ready to access content experts if the problems were beyond your expertise? (PROF DEVT)

PRE-CURSORS TO EFFECTIVE ANALYSIS CONT.

P57

• Let the data do the talking

• Let the teacher do the talking (or get them to!)

• Always go back to the test and back to specific questions

• Don’t fight the battles on ideological lines (you’re going to lose)

• There’s a difference between the first assessment and the third

• You’ve got to know the data yourself to have an effective meeting

• Make sure it’s connected to a concrete plan that you can verify

TIPS FOR EFFECTIVE ANALYSIS MEETINGS:

P58

HELPFUL STARTERS FOR ANALYSIS MEETINGS:

• “So…what’s the data telling you?”

• “Congratulations on the improvement from last time in x area! You must be really proud of their growth here.”

• “So the _____ [paraphrase their frustration: the test was hard, the students were difficult, etc.]? I’m sorry to hear that. So where should we begin with our action plan moving forward?”

ANALYSIS MEETING HELPFUL PHRASES:

P59

DATA-FOCUSING FOR ANALYSIS MEETINGS:

• “So let’s look at question 18…..Why do you think they got it wrong?”

• “You know, I thought it might be a silly mistake, but what surprised me is that they did really well on questions x & y. Why do you think they did so well on these questions and yet not on your original question?”

• “Let’s look at question 11. What did the students need to be able to do to answer that question effectively? Is this more than they are able to do with you in your class?”

• [When new ideas occur or deeper analysis is done at the meeting than what teacher did previously] “So let’s re-visit the action plan you created and see how we can incorporate these additional ideas.”

ANALYSIS MEETING HELPFUL PHRASES:

P60

The Language of Leadership

“That’s nice, but tell me again: what’s the point of all this?

P61

Day 1 Conclusions



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

Morell Park Elementary School: Triumph in Planning

P69

Holabird Academy: Coaching to Achievement

P70

Chicago International Charter: Winning Converts

P71

Excellence Charter School—3rd Grade Math

Excellence Charter School2007 New York State 3rd Grade Math Exam

Class 2016: Percentage Proficient and Advanced

59%

100%

75%81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School District 16* New York CityDistrict*

New YorkStatewide*

Excellence

*District, NYC, and state results are for 2006.

P72

E.L. Haynes Charter School: Scheduled to Succeed

P73

Capitol Heights Elementary: Data in the Blue Book

P75

The Language of Leadership

“That’s nice, but tell me again: what’s the point of all this?

P76

One-Minute Responses—Agenda:

Small Groups/Pairs—Deliver Speeches (10 min):

• Deliver responses to each other

• Give feedback: What message did you hear (verbally and non-verbally)? What had the biggest impact? What would you change/improve?

• Write down responses that work

P77

• 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:

P78

• PLAN new lessons based on data analysis

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

• LESSON PLANS: Observe changes in lesson plans

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

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

ACTION:

P79


ANALYSIS(Quick, Bottom line, Teacher-owned, Test-in-hand, Deep)

ACTION (Action Plan, Accountability, Engaged)

in a Data-driven CULTURE(Vision, Leadership, Calendar, PD)

THE FOUR KEYS:

P80

Results Meeting ProtocolEffective Group Meeting Strategy

P81

• 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

P82

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.

P83

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

P84

TOPIC CHOICES FOR RESULTS MEETING:

1. FIRST PD SESSION WITH ENTIRE FACULTY: Design the agenda for the whole-staff meeting introducing the data-driven instructional model you will launch• Assume that the school has done very little in this area, and the teachers

associate “data-driven” instruction with state testing and test prep

2. FIRST TEAM MEETING: Design the agenda for the first meeting with the grade-level team that you will lead during your residency• Assume that the team has done very little in this area, and the teachers

associate “data-driven” instruction with state testing and test prep

3. COLLEGE READINESS: For high school administrators, design the steps you will take to adapt your city or state assessments to prepare students to succeed at the college level

4. ADAPT CITY EXAMS: Finally, if your city has mandatory exams, design the steps you will take to bring these exams into alignment with your end goal tests.

P85

• 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

P86

Start Up Scenarios

Dealing with Challenging Situations

P87

ENTRY SCENARIOS: DEALING WITH CHALLENGING SITUATIONS

• YOUR TEACHER TEAM DOES NOT HAVE ANY INTERIM ASSESSMENTS: You are placed with a teacher team at a grade level for which there are no citywide interim assessments, and the school doesn’t have any either. What do you do?

• YOUR DISTRICT HAS POOR MANDATED INTERIM ASSESSMENTS: Your district has an interim assessment in November and April, and your state test is in June. Not only are the interim assessments too far apart, as you review them you realize that they only cover about half of the standards that will be on the state assessment, and they don’t include any open-ended responses. What do you do?

P88


• JADED LEAD TEACHER: You are working with a team of teachers and do your opening PD with them around data-driven instruction, and the younger teachers seem very interested in working on this. But the oldest teacher on the team (who has a very important influence on everyone else) makes very dismissive comments about how this is a waste of time. You give your one-minute response about the importance of this work, but you can see that the newer teachers’ enthusiasm drops. What do you do?

P89


• ASSESSMENTS ARE UNALIGNED WITH INSTRUCTIONAL SEQUENCE: You notice that the interim assessments in your city are not aligned with the instructional sequence that the teachers are mandated to follow. What do you do?

• NO GOOD ANALYSIS: Your district takes too long to produce a data report, and you have no analysis templates to use. What do you do?

P90

Burning Questions



P91

Conclusions



p1 data-driven instruction comprehensive leadership workshop paul bambrick-santoyo

Documents

nd teacher improved

assessment analysis

analysis template

datadriven decision

students scores

certain students

strongweak students

grade change reading