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Data-Driven Instruction & Assessment

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1 Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo

2 NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100% 90% 80% 70% Pct. Proficient 60% 50% 40% 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pct. Free-Reduced Lunch

3 NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100% 90% 80% 70% Pct. Proficient 60% 50% 40% 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pct. Free-Reduced Lunch

4 Case Study: Springsteen Charter School, Part 1
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? 4

5 Man on Fire: What were the key moments in Creasy’s attempt to help the girl (Pita)? What made Creasy’s analysis effective? 5

6 ASSESSMENT ANALYSIS I 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? 6

7 ASSESSMENT ANALYSIS II
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? 7

8 Teacher-Principal Role Play
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? 8

9 Videos of Teacher-Principal Conference
North Star Assessment Analysis Meetings

10 Impact of Data-Driven Decision Making
State Test & TerraNova Results

11 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

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

13 Comparison of 02-03 to 03-04: How 2nd teacher improved
6th Grade Percentage at or above grade level TERRANOVA 2002 2003 N=43 students 6th Grade Pre-Test 6th grade CHANGE Reading 53.7% 29.3% - 24.4 Language 51.2% 48.8% - 2.4 6th Grade Percentage at or above grade level 2004 N=42 students 5th grade 40.5% 44.2% + 3.7 79.1% + 38.6

14 North Star Academy: NJ State Test Results
2009 14

15 NJASK 8—DOWNTOWN MS LITERACY

16 NJASK 8—DOWNTOWN MS MATH

17 North Star Middle Schools: Setting the Standard

18 North Star Elementary: Exploding Expectations

19 HIGH SCHOOL HSPA—ENGLISH
Comparative Data from 2008 HSPA Exam

20 HIGH SCHOOL HSPA—MATH Comparative Data from 2008 HSPA Exam

21 NEW JERSEY HSPA—ENGLISH PROFICIENCY

22 NEW JERSEY HSPA—MATH PROFICIENCY

23 Ft. Worthington: Turnaround Through Transparency

24 Monarch Academy: Vision and Practice

25

26 Quick-Write Reflection
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? 26

27 DATA-DRIVEN INSTRUCTION AT ITS ESSENCE: in a Data-driven CULTURE
THE FOUR KEYS: DATA-DRIVEN INSTRUCTION AT ITS ESSENCE: ASSESSMENTS ANALYSIS ACTION in a Data-driven CULTURE 27

28 Analysis of Assessment Items
Power of the Question Analysis of Assessment Items

29 % of 20: % 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?

30 ASSESSMENT BIG IDEAS: 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. 30

31 LITTLE RED RIDING HOOD:
POWER OF THE QUESTION—READING: 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

32 In an open-ended question, the rubric defines the rigor.
ASSESSMENT BIG IDEAS: In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor. 32

33 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:

34 STARTING WITH THE OBJECTIVE:
FOUR DIFFERENT OBJECTIVES FOR SCIENTIFIC METHOD: Review the steps of the Scientific Method Understand the Scientific Method Define the steps of the Scientific Method 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? 34

35 ASSESSMENTS: 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 35

36 ASSESSMENTS: 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 36

37 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

38 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE 38

39 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?

40 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE 40

41

42 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE 42

43 Moving from the “What” to the “Why”
Analysis, Revisited Moving from the “What” to the “Why”

44 Man on Fire: What made Creasy’s analysis effective?
After a solid analysis, what made Creasy’s action plan effective? 44

45 ANALYSIS: 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” 45

46 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) ACTION in a Data-driven CULTURE (Leadership, PD, Calendar, Build by Borrowing) 46

47 Drawing Exercise Reflection:
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? 47

48 Mr. Holland’s Opus: What made the difference? How did Lou Russ finally learn to play the drum? What changed Mr. Holland’s attitude and actions? 48

49 ACTION: 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 49

50 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) ACTION (Action Plan, Ongoing, Accountability, Engaged) in a Data-driven CULTURE 50

51 DATA-DRIVEN CULTURE: 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) 51

52 DATA-DRIVEN CULTURE: 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 52

53 ASSESSMENTS (Interim, Transparent, Aligned, Reassess)
THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) ACTION (Action Plan, Ongoing, Accountability, Engaged) in a Data-driven CULTURE (Leadership, PD, Calendar, Build by Borrowing) 53

54 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.

55 Results Meeting Protocol
Effective Group Meeting Strategy

56 ACTION: RESULTS MEETING
50 MIN TOTAL ACTION: RESULTS MEETING 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) PUT IN CALENDAR: When will the tasks happen? When will the teaching happen? (10 min)

57 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 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.

58 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 recording everything electronically to send to the whole group

59 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.

60 TOPIC CHOICES FOR RESULTS MEETING:
K-2: TerraNova Challenging Questions (# 47 is counter-example: a question where students performed very well) : State Test Challenging Questions/Standards

61 Dodge Academy: Turnaround Through Transparency

62 Greater Newark Academy Charter School
DATA-DRIVEN RESULTS: Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Mathematics Year Tested % Proficient / Adv Proficient GNA 2004 46.3 7.3

63 Greater Newark Academy Charter School
DATA-DRIVEN RESULTS: Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Mathematics Year Tested % Proficient / Adv Proficient GNA 2004 46.3 7.3 GNA 2005 63.2 26.3

64 Greater Newark Academy Charter School
DATA-DRIVEN RESULTS: Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Mathematics Year Tested % Proficient / Adv Proficient GNA 2004 46.3 7.3 GNA 2005 63.2 26.3 GNA 2006 73.5

65 Greater Newark Academy Charter School
DATA-DRIVEN RESULTS: Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Mathematics Year Tested % Proficient / Adv Proficient GNA 2004 46.3 7.3 GNA 2005 63.2 26.3 GNA 2006 73.5 GNA 2007 80.1 81.8

66 Greater Newark Academy Charter School
DATA-DRIVEN RESULTS: Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Mathematics Year Tested % Proficient / Adv Proficient GNA 2004 46.3 7.3 GNA 2005 63.2 26.3 GNA 2006 73.5 GNA 2007 80.1 81.8 Difference + 33.8 + 74.5 Newark Schools 2006 54.5 41.5 NJ Statewide 2006 82.5 71.3

67 Greater Newark Charter: Achievement by Alignment

68 Chicago International Charter School: Winning Converts

69 Morell Park Elementary School: Triumph in Planning

70 Thurgood Marshall Academy Charter High School: Teachers & Leaders Together

71 REAL QUOTES FROM OUR CHILDREN…
“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.”

72 REAL QUOTES FROM OUR CHILDREN II…
“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.”

73 Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Burning Questions Data-Driven Instruction & Assessment Paul Bambrick-Santoyo

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


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