; Objectives
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Objectives

VIEWS: 10 PAGES: 74

  • pg 1
									Data-Driven Instruction &
      Assessment

     Paul Bambrick-Santoyo




                             P1
                  NY State Public School ELA 4th Performance vs. Free-Reduced Rates

             100%


                  90%


                  80%
Pct. Proficient




                  70%


                  60%


                  50%


                  40%


                  30%


                  20%


                  10%
                    10%   20%    30%    40%    50%    60%    70%    80%    90%    100%
                                                                                  P2
                                       Pct. Free-Reduced Lunch
                  NY State Public School ELA 4th Performance vs. Free-Reduced Rates

             100%


                  90%


                  80%
Pct. Proficient




                  70%


                  60%


                  50%


                  40%


                  30%


                  20%


                  10%
                    10%   20%    30%    40%    50%    60%    70%    80%    90%    100%
                                                                                  P3
                                       Pct. Free-Reduced Lunch
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?




                                                              P4
Man on Fire:

• What were the key moments in Creasy’s attempt to help the
  girl (Pita)?


• What made Creasy’s analysis effective?




                                                              P5
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?




                                                            P6
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?




                                                                P7
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?




                                                            P8
Videos of Teacher-Principal Conference

      North Star Assessment Analysis Meetings




                                                P9
Impact of Data-Driven Decision Making

     State Test & TerraNova Results 2003-2008




                                                P10
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




                                                              P11
Comparison of 02-03 to 03-04:
How one teacher improved

5th Grade 2002-2003 -- Percentage at or above national avg
TER R A NOV A                     2002                2003
N=43 s tudents          5th
                              Grad e Pre- T est     5th grade   C HA NGE
R eadi ng                        36.6%               40.5%       + 3.9
Language                         34.1%               40.5%       + 6.3




5th Grade 2003-2004 -- Percentage at or above national avg
TER R A NOV A                     2003               2004
N=42 s tudents          5th
                              Gr ad e Pr e- T est   5th grade   C HA NGE
R eadi ng                        31.0%               52.4%      + 21.4
Language                         21.4%               47.6%      + 26.2




                                                                           P12
Comparison of 02-03 to 03-04:
How 2nd teacher improved

6th Grade 2002-2003 -- 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 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




                                                                P13
North Star Academy:
NJ State Test Results
        2009




                        P14
NJASK 8—DOWNTOWN MS LITERACY




                               P15
NJASK 8—DOWNTOWN MS MATH




                           P16
North Star Middle Schools: Setting the Standard




                                                  P17
North Star Elementary: Exploding Expectations

                                                              2008-09 TerraNova Exam:
                                                       Kindergarten--Median National Percentile
                                              100.0%         95.3%          96.7%           97.4%
Kindergarteners’ Median National Percentile




                                              80.0%



                                              60.0%

                                                                                                    K Pre-test
                                                                        42.6%
                                                                                                    Kindergarten
                                              40.0%
                                                        27.5%                          29.3%

                                              20.0%



                                               0.0%
                                                          Reading        Language         Math


                                                                                                                 P18
HIGH SCHOOL HSPA—ENGLISH




              Comparative Data from 2008 HSPA Exam



                                                     P19
HIGH SCHOOL HSPA—MATH




               Comparative Data from 2008 HSPA Exam

                                                      P20
NEW JERSEY HSPA—ENGLISH PROFICIENCY




                                      P21
NEW JERSEY HSPA—MATH PROFICIENCY




                                   P22
Ft. Worthington: Turnaround Through Transparency




                                                   P23
Monarch Academy: Vision and Practice




                                       P24
P25
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?




                                                             P26
THE FOUR KEYS:

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:


                 ASSESSMENTS
                  ANALYSIS
                   ACTION
         in a Data-driven CULTURE




                                          P27
Power of the Question

 Analysis of Assessment Items




                                P28
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
                                                                              P29
       why not?
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.




                                                      P30
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
                                                            P31
ASSESSMENT BIG IDEAS:




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


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




                                                P32
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:




                                                              P33
STARTING WITH THE OBJECTIVE:

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?



                                                               P34
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




                                                          P35
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




                                                            P36
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




                                                                  P37
THE FOUR KEYS:

                ASSESSMENTS
      (Interim, Transparent, Aligned, Reassess)


                   ANALYSIS

                    ACTION

          in a Data-driven CULTURE




                                                  P38
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?




                                                              P39
THE FOUR KEYS:

                ASSESSMENTS
      (Interim, Transparent, Aligned, Reassess)


                   ANALYSIS

                    ACTION

          in a Data-driven CULTURE




                                                  P40
P41
THE FOUR KEYS:

                ASSESSMENTS
      (Interim, Transparent, Aligned, Reassess)


                   ANALYSIS

                    ACTION

          in a Data-driven CULTURE




                                                  P42
  Analysis, Revisited
Moving from the “What” to the “Why”




                                      P43
Man on Fire:

• What made Creasy’s analysis effective?


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




                                                           P44
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”




                                                           P45
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)


                                                        P46
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?




                                                            P47
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?




                                                                P48
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



                                                        P49
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


                                                        P50
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)




                                                         P51
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




                                                           P52
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)


                                                        P53
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.




                                                                    P54
Results Meeting Protocol
  Effective Group Meeting Strategy




                                     P55
ACTION: RESULTS MEETING                   50 MIN TOTAL

• 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)
                                                           P56
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.
                                                                 P57
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

                                                              P58
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.




                                                                 P59
TOPIC CHOICES FOR RESULTS MEETING:

1. K-2: TerraNova Challenging Questions
   (# 47 is counter-example: a question where students
   performed very well)

2. 4-6: State Test Challenging Questions/Standards




                                                         P60
Dodge Academy: Turnaround Through Transparency




                                             P61
DATA-DRIVEN RESULTS:
       Greater Newark Academy Charter School
               8th Grade GEPA Results

                    Language Arts         Mathematics
                   % Proficient / Adv   % Proficient / Adv
    Year Tested         Proficient           Proficient
GNA 2004                 46.3                  7.3




                                                             P62
DATA-DRIVEN RESULTS:
       Greater Newark Academy Charter School
               8th Grade GEPA Results

                    Language Arts         Mathematics
                   % Proficient / Adv   % Proficient / Adv
    Year Tested         Proficient           Proficient
GNA 2004                 46.3                  7.3
GNA 2005                 63.2                 26.3




                                                             P63
DATA-DRIVEN RESULTS:
       Greater Newark Academy Charter School
               8th Grade GEPA Results

                    Language Arts         Mathematics
                   % Proficient / Adv   % Proficient / Adv
    Year Tested         Proficient           Proficient
GNA 2004                 46.3                  7.3
GNA 2005                 63.2                 26.3
GNA 2006                 73.5                 73.5




                                                             P64
DATA-DRIVEN RESULTS:
       Greater Newark Academy Charter School
               8th Grade GEPA Results

                    Language Arts         Mathematics
                   % Proficient / Adv   % Proficient / Adv
    Year Tested         Proficient           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




                                                             P65
DATA-DRIVEN RESULTS:
        Greater Newark Academy Charter School
                8th Grade GEPA Results

                       Language Arts         Mathematics
                      % Proficient / Adv   % Proficient / Adv
     Year Tested           Proficient           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
                                                                P66
Greater Newark Charter: Achievement by Alignment




                                                   P67
Chicago International Charter School: Winning
Converts




                                                P68
Morell Park Elementary School: Triumph in Planning




                                                     P69
Thurgood Marshall Academy Charter High School:
Teachers & Leaders Together




                                                 P70
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.”




                                                                P71
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.”




                                                                 P72
  Burning Questions
Data-Driven Instruction & Assessment

       Paul Bambrick-Santoyo




                                       P73
       Conclusions
Data-Driven Instruction & Assessment

       Paul Bambrick-Santoyo




                                       P74

								
To top