1. Data-Driven Instruction Comprehensive Leadership Workshop
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. Teacher-Principal Role Play
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? 9

10. Videos of Teacher-Principal Conference
Videotaped

11. Impact of Data-Driven Decision Making
North Star Academy
State Test & TerraNova Results

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. Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Day 1 Conclusions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo

24. Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Day 2
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo

25. Dodge Academy: Turnaround Through Transparency

26. Ft. Worthington: Turnaround Through Transparency

27. Monarch Academy: Vision and Practice

29. 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? 29

30. 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 30

31. % 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?

32. 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. 32

33. LITTLE RED RIDING HOOD:
ASSESSMENTS:
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

34. ASSESSMENTS: 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:

35. 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. 35

36. ASSESSMENTS: Solve the following quadratic equation:
2. Give the following rectangle with the lengths shown below,
find the value of x:
Area = 6

37. ASSESSMENTS: 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 37

38. ASSESSMENTS: 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 38

39. DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
THE FOUR KEYS:
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS (Interim, Aligned, Reassess, Transparent)
ANALYSIS
ACTION
in a Data-driven CULTURE 39

40. DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
THE FOUR KEYS:
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS (Interim, Aligned, Reassess, Transparent)
ANALYSIS
ACTION
in a Data-driven CULTURE 40

41. ASSESSMENTS: Reading Decisions
LEVELED VS. SKILLS:
Will your interim assessment develop around reading levels or reading skills?

42. Leveled Assessment Debate
Grade-Level Assessments
PROS:
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 Assessments
PROS:
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

43. 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

44. 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

45. 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?

46. Case Study: Douglass Street School
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?
Based on your answers, name the biggest stumbling blocks to school’s success.
Based on your answers, name the most important drivers of school improvement.

47. TRADITIONAL SYSTEMS: Principal-centered
HOW TO EVALUATE TEACHER EFFECTIVENESS:
How dynamic the lesson appeared to be
How well you control the kids
How good the curriculum guide / scope & sequence are (“well-intended fiction”—Jacobs)
“What is the real curriculum?” “The textbook.”
What the teacher teaches and how “good” their pedagogical choice was

48. DATA-DRIVEN CULTURE:
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 48

49. ASSESSMENTS (Aligned, Interim, Reassess, Transparent)
THE FOUR KEYS:
ASSESSMENTS (Aligned, Interim, Reassess, Transparent)
ANALYSIS
ACTION
in a Data-driven CULTURE (Vision, Leadership, Calendar, PD) 49

50. Moving from the “What” to the “Why”
Analysis, Revisited
Moving from the “What” to the “Why”

51. Man on Fire: What made Creasy’s analysis effective?
After a solid analysis, what made Creasy’s action plan effective? 51

52. ANALYSIS: 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” 52

53. ASSESSMENTS (Aligned, Interim, Reassess, Transparent)
THE FOUR KEYS:
ASSESSMENTS (Aligned, Interim, Reassess, Transparent)
ANALYSIS (Quick, Bottom line, Teacher-owned, Test-in-hand, Deep)
ACTION
in a Data-driven CULTURE
(Vision, Leadership, Calendar, PD) 53

54. Running Effective Analysis Meetings

55. PRECURSORS TO EFFECTIVE ANALYSIS MTGS
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) 55

56. PRE-CURSORS TO EFFECTIVE ANALYSIS CONT.
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) 56

57. TIPS FOR EFFECTIVE ANALYSIS MEETINGS:
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 57

58. ANALYSIS MEETING HELPFUL PHRASES:
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?” 58

59. ANALYSIS MEETING HELPFUL PHRASES:
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.” 59

60. The Language of Leadership
“That’s nice, but tell me again:
what’s the point of all this?

61. Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Day 1 Conclusions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo

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. Morell Park Elementary School: Triumph in Planning

69. Holabird Academy: Coaching to Achievement

70. Chicago International Charter: Winning Converts

71. Excellence Charter School—3rd Grade Math
*District, NYC, and state results are for 2006.

72. E.L. Haynes Charter School: Scheduled to Succeed

73. Capitol Heights Elementary: Data in the Blue Book

75. The Language of Leadership
“That’s nice, but tell me again:
what’s the point of all this?

76. 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

77. 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? 77

78. ACTION: 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 78

79. ASSESSMENTS (Aligned, Interim, Reassess, Transparent)
THE FOUR KEYS:
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) 79

80. Results Meeting Protocol
Effective Group Meeting Strategy

81. 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)

82. 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.

83. 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

84. TOPIC CHOICES FOR RESULTS MEETING:
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
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
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
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.

85. 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)

86. Dealing with Challenging Situations
Start Up Scenarios
Dealing with Challenging Situations

87. 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?

88. ENTRY SCENARIOS: DEALING WITH CHALLENGING SITUATIONS
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?

89. ENTRY SCENARIOS: DEALING WITH CHALLENGING SITUATIONS
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?

90. Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Burning Questions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo

91. Data-Driven Instruction & Assessment Paul Bambrick-Santoyo
Conclusions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo