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P1 Data-Driven Instruction & Assessment Paul Bambrick-Santoyo.

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1 P1 Data-Driven Instruction & Assessment Paul Bambrick-Santoyo

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

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

4 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

5 P5 What were the key moments in Creasy’s attempt to help the girl (Pita)? What made Creasy’s analysis effective? Man on Fire:

6 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

7 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

8 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

9 P9 Videos of Teacher-Principal Conference North Star Assessment Analysis Meetings

10 P10 Impact of Data-Driven Decision Making State Test & TerraNova Results

11 P11 ASSESSMENT GOALS 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 5 th grade to 90% in 8 th grade) Long-term: 90/90/90 school

12 P12 Comparison of to 03-04: How one teacher improved

13 P13 6th Grade Percentage at or above grade level TERRANOVA N=43 students 6th Grade Pre-Test 6th grade CHANGE Reading 53.7%29.3% Language 51.2%48.8% th Grade Percentage at or above grade level TERRANOVA N=42 students 5th grade6th gradeCHANGE Reading 40.5%44.2%+ 3.7 Language 40.5%79.1% Comparison of to 03-04: How 2 nd teacher improved

14 P14 North Star Academy: NJ State Test Results 2009

15 P15 NJASK 8—DOWNTOWN MS LITERACY

16 P16 NJASK 8—DOWNTOWN MS MATH

17 P17 North Star Middle Schools: Setting the Standard

18 P18 North Star Elementary: Exploding Expectations

19 P19 HIGH SCHOOL HSPA—ENGLISH Comparative Data from 2008 HSPA Exam

20 P20 HIGH SCHOOL HSPA—MATH Comparative Data from 2008 HSPA Exam

21 P21 NEW JERSEY HSPA—ENGLISH PROFICIENCY

22 P22 NEW JERSEY HSPA—MATH PROFICIENCY

23 P23 Ft. Worthington: Turnaround Through Transparency

24 P24 Monarch Academy: Vision and Practice

25 P25

26 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

27 P27 DATA-DRIVEN INSTRUCTION AT ITS ESSENCE: ASSESSMENTS ANALYSIS ACTION in a Data-driven CULTURE THE FOUR KEYS:

28 P28 Power of the Question Analysis of Assessment Items

29 P % 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?

30 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:

31 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:

32 P32 In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor. ASSESSMENT BIG IDEAS:

33 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:

34 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:

35 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:

36 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:

37 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

38 P38 THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE

39 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?

40 P40 THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE

41 P41

42 P42 THE FOUR KEYS: ASSESSMENTS (Interim, Transparent, Aligned, Reassess) ANALYSIS ACTION in a Data-driven CULTURE

43 P43 Analysis, Revisited Moving from the “What” to the “Why”

44 P44 What made Creasy’s analysis effective? After a solid analysis, what made Creasy’s action plan effective? Man on Fire:

45 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:

46 P46 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)

47 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:

48 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:

49 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:

50 P50 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

51 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:

52 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:

53 P53 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)

54 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.

55 P55 Results Meeting Protocol Effective Group Meeting Strategy

56 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

57 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 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 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 recording everything electronically to send to the whole group

59 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.

60 P60 TOPIC CHOICES FOR RESULTS MEETING: 1.K-2: TerraNova Challenging Questions (# 47 is counter-example: a question where students performed very well) : State Test Challenging Questions/Standards

61 P61 Dodge Academy: Turnaround Through Transparency

62 P62 Greater Newark Academy Charter School 8 th Grade GEPA Results Language ArtsMathematics Year Tested % Proficient / Adv Proficient GNA DATA-DRIVEN RESULTS:

63 P63 Greater Newark Academy Charter School 8 th Grade GEPA Results Language ArtsMathematics Year Tested % Proficient / Adv Proficient GNA GNA DATA-DRIVEN RESULTS:

64 P64 Greater Newark Academy Charter School 8 th Grade GEPA Results Language ArtsMathematics Year Tested % Proficient / Adv Proficient GNA GNA GNA DATA-DRIVEN RESULTS:

65 P65 Greater Newark Academy Charter School 8 th Grade GEPA Results Language ArtsMathematics Year Tested % Proficient / Adv Proficient GNA GNA GNA GNA DATA-DRIVEN RESULTS:

66 P66 Greater Newark Academy Charter School 8 th Grade GEPA Results Language ArtsMathematics Year Tested % Proficient / Adv Proficient GNA GNA GNA GNA Difference Newark Schools NJ Statewide DATA-DRIVEN RESULTS:

67 P67 Greater Newark Charter: Achievement by Alignment

68 P68 Chicago International Charter School: Winning Converts

69 P69 Morell Park Elementary School: Triumph in Planning

70 P70 Thurgood Marshall Academy Charter High School: Teachers & Leaders Together

71 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…

72 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…

73 P73 Burning Questions Data-Driven Instruction & Assessment Paul Bambrick-Santoyo

74 P74 Conclusions Data-Driven Instruction & Assessment Paul Bambrick-Santoyo


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