Data-Driven Instruction & Assessment

Paul Bambrick-Santoyo

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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?

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

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ASSESSMENT ANALYSIS I
PART 1GLOBAL 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?

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ASSESSMENT ANALYSIS II
PART 2DIG IN: Squint: Bombed questionsdid 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?

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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?

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Videos of Teacher-Principal Conference

North Star Assessment Analysis Meetings

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Impact of Data-Driven Decision Making

State Test & TerraNova Results 2003-2008

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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

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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 N=43 s tudents R eadi ng Language
5th

2002
Grad e Pre- T est

2003 5th grade C HA NGE

36.6% 34.1%

40.5% 40.5%

+ 3.9 + 6.3

5th Grade 2003-2004 -- Percentage at or above national avg

TER R A NOV A N=42 s tudents R eadi ng Language
5th

2003
Gr ad e Pr e- T est

2004 5th grade C HA NGE

31.0% 21.4%

52.4% 47.6%

+ 21.4 + 26.2

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

6th Grade 2002-2003 -- Percentage at or above grade level
TERRANOVA N=43 students 2002
6th Grade Pre-Test

2003 6th grade CHANGE

Reading Language

53.7% 51.2%

29.3% 48.8%

- 24.4 - 2.4

6th Grade 2003-2004 -- Percentage at or above grade level

TERRANOVA N=42 students 2003 5th grade 2004 6th grade CHANGE

Reading Language

40.5% 40.5%

44.2% 79.1%

+ 3.7 + 38.6

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North Star Academy: NJ State Test Results

2009

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NJASK 8DOWNTOWN MS LITERACY

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NJASK 8DOWNTOWN MS MATH

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North Star Middle Schools: Setting the Standard

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North Star Elementary: Exploding Expectations

2008-09 TerraNova Exam: Kindergarten--Median National Percentile

100.0% Kindergarteners Median National Percentile

95.3%

96.7%

97.4%

80.0%

60.0%

42.6%
40.0%

K Pre-test Kindergarten 29.3%

27.5%
20.0%

0.0%

Reading

Language

Math

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HIGH SCHOOL HSPAENGLISH

Comparative Data from 2008 HSPA Exam

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HIGH SCHOOL HSPAMATH

Comparative Data from 2008 HSPA Exam

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NEW JERSEY HSPAENGLISH PROFICIENCY

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NEW JERSEY HSPAMATH PROFICIENCY

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Ft. Worthington: Turnaround Through Transparency

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Monarch Academy: Vision and Practice

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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?

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

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Power of the Question

Analysis of Assessment Items

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1. 2. 3. 4.

50% of 20: 67% of 81: Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct? 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? 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? 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?

5.

6.

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.

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POWER OF THE QUESTIONREADING:

LITTLE RED RIDING HOOD: 1. What is the main idea? 2. This story is mostly about: A. B. C. D. Two boys fighting A girl playing in the woods Little Red Riding Hoods adventures with a wolf A wolf in the forest

3. This story is mostly about:

A. Little Red Riding Hoods journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves
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ASSESSMENT BIG IDEAS:

In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor.

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POWER OF THE QUESTIONGRAMMAR/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:

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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?

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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

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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

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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

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THE FOUR KEYS:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

ANALYSIS ACTION in a Data-driven CULTURE

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Quiz EnhancementReflection:
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:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

ANALYSIS ACTION in a Data-driven CULTURE

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P41

THE FOUR KEYS:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

ANALYSIS ACTION in a Data-driven CULTURE

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Analysis, Revisited
Moving from the What to the Why

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Man on Fire:
What made Creasys analysis effective?

After a solid analysis, what made Creasys action plan effective?

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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

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THE FOUR KEYS:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

(Quick, User-friendly, Teacher-owned, Test-in-hand, Deep)

ANALYSIS

ACTION

(Leadership, PD, Calendar, Build by Borrowing)

in a Data-driven CULTURE

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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?

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Mr. Hollands Opus:

What made the difference? How did Lou Russ finally learn to play the drum? What changed Mr. Hollands attitude and actions?

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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 theyre taking to improve

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THE FOUR KEYS:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

(Quick, User-friendly, Teacher-owned, Test-in-hand, Deep)

ANALYSIS

(Action Plan, Ongoing, Accountability, Engaged)

ACTION

in a Data-driven CULTURE

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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)

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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

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THE FOUR KEYS:

(Interim, Transparent, Aligned, Reassess)

ASSESSMENTS

(Quick, User-friendly, Teacher-owned, Test-in-hand, Deep)

ANALYSIS

(Action Plan, Ongoing, Accountability, Engaged)

ACTION

(Leadership, PD, Calendar, Build by Borrowing)

in a Data-driven CULTURE

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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.

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Results Meeting Protocol

Effective Group Meeting Strategy

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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)
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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 30-60 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.
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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
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KEY TIPS TO MAKING RESULTS MEETING PRODUCTIVE:

GET SPECIFIC to the assessment question itself: We can teach 10 lessons on this standard. Whats 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. Thats where the change will begin!

IF GROUP IS TOO LARGE: After presenter is done, split into two groups. Youll generate more ideas and you can share your conclusions/action plans at the end.

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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

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Dodge Academy: Turnaround Through Transparency

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DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results
Language Arts Mathematics % Proficient / Adv Proficient

Year Tested
GNA 2004

% Proficient / Adv Proficient

46.3

7.3

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DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 Mathematics

% Proficient / Adv Proficient

% Proficient / Adv Proficient

46.3 63.2

7.3 26.3

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DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 GNA 2006 Mathematics

% Proficient / Adv Proficient

% Proficient / Adv Proficient

46.3 63.2

7.3 26.3

73.5

73.5

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

46.3 63.2

7.3 26.3

GNA 2006
GNA 2007

73.5 80.1

73.5 81.8

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DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 GNA 2006 GNA 2007 Mathematics

% Proficient / Adv Proficient

% Proficient / Adv Proficient

46.3 63.2

7.3 26.3

73.5 80.1

73.5 81.8

Difference 2004-07
Newark Schools 2006 NJ Statewide 2006

+ 33.8
54.5 82.5

+ 74.5
41.5 71.3
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Greater Newark Charter: Achievement by Alignment

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Chicago International Charter School: Winning Converts

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Morell Park Elementary School: Triumph in Planning

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Thurgood Marshall Academy Charter High School: Teachers & Leaders Together

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REAL QUOTES FROM OUR CHILDREN

The teachers use the assessments to become better teachers. They see what they didnt 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.

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REAL QUOTES FROM OUR CHILDREN II

Mr. G always accepts nothing less than each students 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.

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Burning Questions
Data-Driven Instruction & Assessment

Paul Bambrick-Santoyo

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Conclusions
Data-Driven Instruction & Assessment

Paul Bambrick-Santoyo

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