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Data-Driven Instruction Mid-Year Follow-up Workshop Paul Bambrick-Santoyo.

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Presentation on theme: "Data-Driven Instruction Mid-Year Follow-up Workshop Paul Bambrick-Santoyo."— Presentation transcript:

1 Data-Driven Instruction Mid-Year Follow-up Workshop Paul Bambrick-Santoyo

2 P2 In the face of great adversity, how did the Houston team respond? What key statements and actions helped the team save Apollo 13? APOLLO 13

3 P3 GROUND RULES EVERY CHALLENGE IS REAL & UNIQUE THE EXPERTS ARE IN THE ROOM WE ABSOLUTELY CAN FIND SOLUTIONS TO ANY PROBLEM NO ISLANDS ALLOWED BOTTOM LINE: IMPROVE ACHIEVEMENT ACT NOW TO BE READY FOR TOMORROW

4 P4

5 P5

6 P6 OFF-RAMPS ON THE ACHIEVEMENT HIGHWAY Unaligned interim assessments No structured time in school day Infrequent interim assessments Externally analyzed No analysis done by teachers Re-teaching is stabbing in the dark No follow-up: no action

7 P7 DATA-DRIVEN INSTRUCTION AT ITS ESSENCE: ASSESSMENTS ANALYSIS ACTION in a Data-driven CULTURE THE FOUR KEYS:

8 P8 PRINCIPLES FOR EFFECTIVE ASSESSMENTS: COMMON INTERIM: At least quarterly Common across all teachers of the same grade level DEFINE THE STANDARDSALIGNED TO: To state test (format, content, & length) To instructional sequence (curriculum) To college-ready expectations ASSESSMENTS:

9 P9 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:

10 P10 DATA-DRIVEN INSTRUCTION AT ITS ESSENCE: ASSESSMENTS (Interim, Aligned, Reassess, Transparent) ANALYSIS ACTION in a Data-driven CULTURE THE FOUR KEYS:

11 P11 IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround BOTTOM LINE: Includes analysis at question level, standards level and overallhow 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:

12 P12 ASSESSMENTS (Aligned, Interim, Reassess, Transparent) ANALYSIS (Quick, Bottom line, Teacher-owned, Test-in-hand, Deep) ACTION in a Data-driven CULTURE THE FOUR KEYS:

13 P13 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 theyre taking to improve ACTION:

14 P14 ASSESSMENTS (Aligned, Interim, Reassess, Transparent) ANALYSIS (Quick, Bottom line, Teacher-owned, Test-in-hand, Deep) ACTION (Action Plan, Accountability, Engaged) in a Data-driven CULTURE THE FOUR KEYS:

15 P15 VISION: Established by leaders and repeated relentless REAL LEADERSHIP TEAM: Trained and highly active CALENDAR: Calendar in advance with built-in time for assessments, analysis & action PROFESSIONAL DEVELOPMENT: Aligned DATA-DRIVEN CULTURE:

16 P16 ASSESSMENTS (Aligned, Interim, Reassess, Transparent) 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:

17 Phases of Data-Driven Instruction & Interim Assessments Adapted, Research by Camden County, GA Public School District

18 P18 IGNORANCE, CONFUSION, OVERLOAD: I dont understand what were doing. This is too much! How am I really supposed to use all this? All this analysis! Whats wrong with just grading the old- fashioned way? Uh? Interim assessments? What are those? PHASE 1

19 P19 FEELING INADEQUATE & DISTRUSTFUL: How can two questions on a test possible establish mastery? These tests can never measure what I know about my students learning. This idea of an assessment is terrible! We dont teach like that format! We teach it this way. PHASE 2

20 P20 CHALLENGING THE TEST: Question #26 is a poor question. Answer b is a trick answer. Question #11 is too hard. We need to make it easier. The kids made silly mistakes because of the pressure of this pointless test. They know this stuff. Undertone: Ive never looked at a test item before, but Im going to now if youre going to hold me accountable. PHASE 3

21 P21 ANALYTICAL but SUPERFICIAL: They just dont do well on word problems. I just need to do more word problems. They just dont read enough. Ill get them to read more. PHASE 4

22 P22 LOOKING FOR CAUSES, BUT NO ACTION: These wrong answers tell me that they dont know the difference between a summary and a theme. I always taught grammar in isolation, and this test asked for it in a more authentic form. The problem with solving algebraic equations for them was actually the inability to subtract negative integers. PHASE 5

23 P23 CHANGING TEACHING PRACTICES: Teachers follow through on analysis Lesson plans reflect spiraling, re-teaching, etc. Teachers look for best practices outside of their own classroom PHASE 6

24 P24 Phase 1: Ignorance, confusion and overloadThis is too much! Phase 2: Feeling inadequate and distrustfulThis test is terrible! Phase 3: Challenging the testQuestion 26 was too harda trick question. Phase 4: Analytical but superficial Phase 5: Looking for causes, no action Phase 6: Changing teaching practices Phases of Interim Assessment Implementation

25 Self-Evaluation: Implementation of Data-Driven Instruction

26 The Big Balloons: Challenges We Face

27 P27 1.NEVER LEFT THE STATION: Im overwhelmed and/or frustrated; where do I begin? 2.NO TEACHER BUY-IN: How do I get teachers/leaders invested? 3.SURFACE TEACHER BUY-IN, LATER RESISTANCE: I thought they got it, but now theyre resisting. What do I do? 4.UNSUPPORTIVE MENTOR PRINCIPAL: What real results can I accomplish in this context? 5.STUDENT/PARENT BUY-IN: How do you get them invested in this process? 6.NO LEADERSHIP TEAM BUY-IN: How do I deal with a leadership team that doesnt believe in the power of data-driven instruction? CHALLENGES:

28 P28 7.RUNNING TEAM MEETINGS: How do I limit the impact of a negative teacher whos trying to undermine the process? How do I bring experienced and novice teachers together effectively? 8.CITY/SCHOOL ASSESSMENTS ARE POOR: How do I adapt to mandatory weak assessments that arent aligned to state test? 9.CREATING ASSESSMENTS: How do I access quality interim assessment material? How do I build assessments for other subjects or that align to college readiness? 10.ANALYZING RESULTS: What effective templates are working? How do I alleviate time drain? Where do I begin when most standards are deficient? CHALLENGES:

29 P29 11.TARGETED RE-TEACHHOW?: What are effective strategies to reach mastery? How do I do differentiated instruction with teachers who cant manage their class or havent done small groups before? 12.TIME: How do I creatively manage our school schedule to implement all aspects of data-driven instruction? How do I gain time for analysis/action if I cannot extend their day? 13.COMPETING INTERESTS: What are ways to implement data-driven instruction when there are so many other initiatives in the school? 14.GOOD SCHOOLS/TEACHERS PROBLEM: What are some strategies for getting staff on board who already have good scores? How do I create urgency? 15.ADJUSTING CALENDAR: How can I adjust the original NLNS data-driven calendar when Im really just starting now? How do I work around a poor school calendar that isnt what my school needs? CHALLENGES:

30 Results Meeting Protocol Summer Foundations Review

31 P31 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

32 P32 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 dont have an idea, say Pass. No judgments should be made; if you like the idea, when its 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 minutesilent personal/individual reflection on the list: what is doable and what isnt for each person. Go in order around the circle once: Depending on size of group each person has seconds to share their reflections. If a person doesnt have a thought to share, say Pass and come back to that person later. No judgments should be made.

33 P33 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 teachID who will do each task Spend remaining time developing concrete elements of lesson plan: Do Nows 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 recording everything electronically to send to the whole group

34 Adjusted Results Meeting: Best Practice Sharing

35 P35 Divide into subgroups (if large enough group): ID specific challenges each group will address (2 min) SUBGROUPS: Identify roles: Timer, facilitator, recorder, electronic copier (2 min) Share best practices Ask follow-up questions to understand success (3-5 min each; 20 min) Imagine challenges others are having: Contemplate if your experience addresses those challenges (5 min) Consensus around best actions to publish: Make plans for what you can do in 30 min (10 min) Publish: Produce dazzling display of best practices and put on the wall around your balloon (20 min) Select a representative: Pick one expert to stay as guide 1 HR TOTAL BEST PRACTICES SHARING:

36 Adjusted Results Meeting: Finding Solutions to Our Challenges

37 P37 FACING OUR CHALLENGES: FINDING SOLUTIONS GROUP: Identify roles (2 min) Read through artifacts on the wall (10 min) Share the challenges you are having (10 min) Identify the best practices that would be useful for your context (5 min) Brainstorm how to make those practices 100% applicable to your school building (5 min) INDIVIDUAL: Write concrete plan for your school upon return from workshop (18 min) 50 MIN TOTAL

38 Popping the Balloons: SOLVING All Challenges

39 Analysis & Action: The Role of Leadership

40 P40 ASSESSMENTS (Aligned, Interim, Reassess, Transparent) 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:

41 Effective Analysis Meetings Video Case Studies

42 P42 IDENTIFY TEACHER LANGUAGE/ANALYSIS/ACTION: What does the teacher say? What preparation did they do for the meeting? What was the quality of her analysis and what do you infer about the quality of the follow-up action taken with her students? OBSERVER #1: ANALYZE TEACHERS ROLE

43 P43 GUIDING QUESTIONSPRINCIPAL ANALYSIS GROUP: What does the principal say? How does he respond to teacher comments (and to what does he choose NOT to respond)? What are the tips you could take about leading analysis meetings? OBSERVER #2: ANALYZE PRINCIPALS ROLE

44 P44 GUIDING QUESTIONS FOR SYSTEMS ANALYSIS GROUP: What data-driven systems are in place at the school that are apparent in this meeting? What preparation did the principal do to make this meeting effective? Are there additional systems or preparation that could make the meeting more effective? OBSERVER #3: ANALYZE SYSTEMS & PREPARATION

45 Addressing Resistance in Analysis Meetings Role Plays

46 P46 6 WEEKS PRIOR TO INTERIM ASSESSMENTS: Teachers review assessment and plan toward the rigor of those assessments (TRANSPARENCY) A FEW WEEKS PRIOR: Teachers predict performance on each assessment question: a) confident theyll get it right; b) not sure; c) no way theyll get it right (TEST-IN-HAND, TEACHER-OWNED) PD (timing flexible): Teachers receive model of how to do assessment analysis and complete action plan, and they see model of effective & ineffective analysis meetings (PROF DEVT, DEEP) PRECURSORS TO EFFECTIVE ANALYSIS MTGS: BEFORE GIVING INTERIM ASSESSMENT

47 P47 TEACHER ANALYSIS: Teachers do analysis of results prior to meeting, answering the fundamental question: WHY did the students not learn it? (TEACHER-OWNED, DEEP) TEACHER ACTION PLAN: Teachers complete an action plan (ACTION PLAN, ACCOUNTABILITY) LEADERSHIP ANALYSIS: Leader analyzes teacher results in preparation for the meeting (LEADERSHIP) REVIEW OF TEACHER PLAN: Leader collects teacher action plan/analysis ahead of time to see if it looks acceptable (LEADERSHIP, ACCOUNTABILITY) CONTENT EXPERTISE: Leader has a plan ready to access content experts if the problems are beyond own expertise (PROF DEVT) PRECURSORS TO EFFECTIVE ANALYSIS MTGS: AFTER INTERIM ASSESSMENT GIVEN

48 P48 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 Dont fight the battles on ideological lines (youre going to lose) Theres a difference between the first assessment and the third Youve got to know the data yourself to have an effective meeting Make sure its connected to a concrete plan that you can verify TIPS FOR EFFECTIVE ANALYSIS MEETINGS:

49 P49 HELPFUL STARTERS FOR ANALYSIS MEETINGS: So…whats 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.]? Im sorry to hear that. So where should we begin with our action plan moving forward? ANALYSIS MEETING HELPFUL PHRASES:

50 P50 DATA-FOCUSING FOR ANALYSIS MEETINGS: So lets 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?" Lets 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 lets re-visit the action plan you created and see how we can incorporate these additional ideas. ANALYSIS MEETING HELPFUL PHRASES:

51 P51 ASSESSMENTSQUESTIONS ON QUADRATIC EQUATIONS: 1.Solve the following quadratic equation: 2. Given the following rectangle with the lengths shown below, find the value of x: 3. You need to build a box where one side of the bottom of the box is one foot less than two times the length of the other and the total area of the bottom of the box is 6 ft 2. What should the length & width dimensions of your box be? Area = 6

52 If You Had to Choose: Time Management Exercise Kim Marshalls Case Study

53 P53 FULL OBSERVATION: Observe & evaluate teachers with pre- conference, full-class observation, detailed write-up, and post-conference TARGETED WALKTHROUGHS: Systematic walk-throughs focused on target areas (student work, engagement, objectives, binders, worksheets) MINI-OBSERVATIONS: Mini-observations of 3-5 classrooms each day (5-15 minutes per visit) with face-to-face follow- up conversation GLOBAL WALK-THROUGHS: Walk through all classrooms each day (1-5 minutes each class) IF YOU HAD TO CHOOSE THREE:

54 P54 IF YOU HAD TO CHOOSE THREE: LESSON PLAN REVIEW: Collecting & checking teachers lesson plans each week, with dialogue sheet for teacher-to- principal conversation UNIT PLAN CREATION: Supervising teachers & teams to submit common curriculum unit plans in advance INTERIM ASSESSMENT LAUNCH: Managing teachers & teams to use interim assessments to plan whole-group and individual instruction

55 P55 FULL OBSERVATION: Observe & evaluate teachers with pre- conference, full-class observation, detailed write-up, and post-conference TARGETED WALK-THROUGHS: Systematic walk-throughs focused on target areas (student work, engagement, objectives, binders, worksheets) MINI-OBSERVATIONS: Mini-observations of 3-5 classrooms each day (5-15 minutes per visit) with face-to-face follow- up conversation GLOBAL WALK-THROUGHS: Walk through all classrooms each day (1-5 minutes each class) IF YOU HAD TO CHOOSE THREE:

56 P56 IF YOU HAD TO CHOOSE THREE: LESSON PLAN REVIEW: Collecting & checking teachers lesson plans each week, with dialogue sheet for teacher-to- principal conversation UNIT PLAN CREATION: Supervising teachers & teams to submit common curriculum unit plans in advance INTERIM ASSESSMENT LAUNCH: Managing teachers & teams to use interim assessments to plan whole-group and individual instruction

57 P57 FULL OBSERVATION: Observe & evaluate teachers with pre- conference, full-class observation, detailed write-up, and post-conference TARGETED WALK-THROUGHS: Systematic walk-throughs focused on target areas (student work, engagement, objectives, binders, worksheets) MINI-OBSERVATIONS: Mini-observations of 3-5 classrooms each day (5-15 minutes per visit) with face-to-face follow- up conversation GLOBAL WALK-THROUGHS: Walk through all classrooms each day (1-5 minutes each class) IF YOU HAD TO CHOOSE THREE:

58 P58 IF YOU HAD TO CHOOSE THREE: LESSON PLAN REVIEW: Collecting & checking teachers lesson plans each week, with dialogue sheet for teacher-to- principal conversation UNIT PLAN CREATION: Supervising teachers & teams to submit common curriculum unit plans in advance INTERIM ASSESSMENT LAUNCH: Managing teachers & teams to use interim assessments to plan whole-group and individual instruction

59 Applications: Best Use of 1 hr/wk with Teachers

60 P60 PRE-WORK: INTERIM ASSESSMENT & LESSON PLAN REVIEW: Checking teachers lesson plans alongside key re-teach standards (action plan) or standards on next assessment identifying: What are the key moments to observe to check for rigor or alignment? Are the standards well embedded in an engaging lesson? MINI-OBSERVATIONS: Mini-observations of class each day (5-15 minutes per visit) with brief feedback in hallways IF YOU HAVE 1 HR/WK OF FACE TIME: PRE-WORK

61 P61 INDIVIDUAL FACE TIME1 st PRIORITY: DATA-DRIVEN PROCESS IS FIRST DRIVER OF AGENDA: Help teacher analyze interim assessment data & make action plan (2-6 days after asst; important first time through) Results analysis meeting (once teacher has done analysis/action plan before meeting with you) Review upcoming assessment (6 weeks before) Anticipate student performance by marking interim assessment questions confident, not sure, no way (1-2 weeks before asst) DURING REMAINING TIME/WEEKS: FEEDBACK ON CLASSES OBSERVED: Dialogueaffirmation of strengths, suggestions for improvement 1-2 goals maximum Make concrete follow-up plan if needed PLANNING FOR THE FUTURE: Review action plan/lesson plans, anticipate/plan key moments for upcoming week IF YOU HAVE 1 HR/WK OF FACE TIME: INDIVIDUAL MEETINGS

62 P62 TEAM MEETINGS: RESULTS MEETING PROTOCOL: Target just 1 standard to visit for the meeting If important, redo results meeting around same standard the following week to evaluate the effectiveness of their implementation REVIEW STUDENT WRITING: Make action plan (2-6 days after asst) Review upcoming assessment (6 weeks before) Anticipate student performance by marking interim assesment questions confident, not sure, no way (1-2 weeks before asst) MAKE ACTION PLANS: Mini-observations of class each day (5-15 minutes per visit) with brief feedback in hallways IF YOU HAVE 1 HR/WK OF FACE TIME: TEAM MEETINGS

63 Action with Accountability: Concrete Strategies for the Classroom Uncommon Guide: Adding Rigor Throughout the Lesson

64 Putting It into Action: 3 rd Grade Guided Reading Block A Video Case Study

65 P65 CLASS SCHEDULE: Take minutes from math block every day to re-teach; find places in the schedule where you could gain learning time for students; utilize lunch/breakfast time SCHOOL SCHEDULE: Build in pre-school/after-school tutoring, use lunch/breakfast time to target students in need of improvement PULLOUT GROUPS: Other staff members (including you!) pull out small groups of students to work on toughest standards (highest or lowest achieving subgroups) so main teacher can focus on smaller class SCHOOLWIDE SUPPORT

66 P66 ADDITIONAL STAFF: Solicit support of non-core academic staff to teach small groups of students (paraprofessionals, art/PE teachers, SPED, ELL, tutors, parents, etc.) EVERY LEADER ON BOARD: All leaders (deans, VPs, dept. chairs, coaches) support the processtarget teachers who need most help, follow results meeting protocol, etc. PULL: Rotate students into groups with similar skill deficiencies and teach them in those groups for select time periods; rotate groups when in new subjects SCHOOLWIDE SUPPORT (cont.)

67 Final Steps: Building Your Own Action Plan Plan Implementation in Your School

68 P68 ID MOST IMPORTANT ACTIONS TO TAKE FROM THIS WORKSHOP Address Challenges Prepare more effective analysis meetings Link teacher face-time with data-driven student achievement Etc. PUT IT ON THE CALENDAR: Use your implementation calendar and adjust as radically as you need to get it done! LEADERSHIP APPROVAL: Who are the key players you need around the table to make this happen? What is the most effective persuasion/conversation? If they say no, how can you creatively comply and still implement your project? MAKING YOUR OWN ACTION PLAN:

69 Conclusions Data-Driven Instruction & Assessment Paul Bambrick-Santoyo

70 P70 E.L. HAYNES PUBLIC SCHOOL, WASHINGTON, DC Jennie Niles, Eric Westendorf & Michelle Molitor, Cohorts 2,6 & 7 DCCAS RESULTS Language ArtsMathematics Year Tested % Proficient / Adv Proficient %28% %48% %67% 2-year gains: WASHINGTON, DC IN ACTION: Winner, $100,000, Top Public School in DC


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