Data-Driven Instruction Entry Plan Leadership Workshop - PowerPoint PPT Presentation

About This Presentation
Title:

Data-Driven Instruction Entry Plan Leadership Workshop

Description:

Data-Driven Instruction Entry Plan Leadership Workshop Paul Bambrick-Santoyo * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * \\fcnyp01vf\heyerj\My ... – PowerPoint PPT presentation

Number of Views:1428
Avg rating:3.0/5.0
Slides: 68
Provided by: PaulBambr8
Category:

less

Transcript and Presenter's Notes

Title: Data-Driven Instruction Entry Plan Leadership Workshop


1
Data-Driven Instruction Entry Plan 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
AGENDA
  • NETWORKING ITS ROLE IN SCHOOLS
  • REVIEW OF THE KEYS OF DATA-DRIVEN INSTRUCTION
  • ENTRY STRATEGIES 101
  • CASE STUDIES, PRINCIPAL ENTRY, ROUND 1
  • CASE STUDIES, PRINCIPAL ENTRY, ROUND 2
  • RESISTANCE SCENARIOS, YEAR 1
  • BUILDING PERSONAL ACTION PLANS
  • CONCLUSIONS

5
Informal Networks Change Drivers
  • Advice Networks experts (best teachers) are
    the hubs
  • Trust Networks Culture leaders are the hubs
  • BOTTOM LINE
  • You need experts AND culture leaders to make
    change occur effectively

6
THE FOUR KEYS
  • DATA-DRIVEN INSTRUCTION AT ITS ESSENCE
  • ASSESSMENTS
  • ANALYSIS
  • ACTION
  • in a Data-driven CULTURE

7
ASSESSMENTS
  • PRINCIPLES FOR EFFECTIVE ASSESSMENTS
  • COMMON INTERIM
  • At least quarterly
  • Common across all teachers of the same grade
    level
  • DEFINE THE STANDARDSALIGNED TO
  • To state test (format, content, length)
  • To instructional sequence (curriculum)
  • To college-ready expectations

8
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

9
THE FOUR KEYS
  • DATA-DRIVEN INSTRUCTION AT ITS ESSENCE
  • ASSESSMENTS (Interim, Aligned, Reassess,
    Transparent)
  • ANALYSIS
  • ACTION
  • in a Data-driven CULTURE

10
ANALYSIS
  • IMMEDIATE Ideal 48 hrs, max 1 wk turnaround
  • BOTTOM LINE Includes analysis at question level,
    standards level, and overallhow 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

11
THE FOUR KEYS
  • ASSESSMENTS (Aligned, Interim, Reassess,
    Transparent)
  • ANALYSIS(Quick, Bottom line, Teacher-owned,
    Test-in-hand, Deep)
  • ACTIONin a Data-driven CULTURE

12
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 theyre taking to improve

13
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

14
DATA-DRIVEN CULTURE
  • VISION Established by leaders and repeated
    relentless
  • REAL LEADERSHIP TEAM Trained and highly
    active
  • CALENDAR Calendar in advance with built-in time
    for assessments, analysis action
  • PROFESSIONAL DEVELOPMENT Aligned

15
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)

16
Quick-Write Reflection
  • What are the first things you need to do when you
    get your principalship?

17
Case Study Revisited Douglass Street School
  • Read case study
  • Whenever a component of the Data-Driven
    Instruction Rubric appears in the case, label it
    according to section of rubric. (CultureC,
    AssessmentAs, AnalysisAn, ActionAc)
  • Example 1 Assessment calendar is 3 in Culture,
    so label C3.
  • Example 2 Test-in-hand analysis is An4.
  • Where you see effective use of networks, label
    Networks.
  • Small Group Develop chronology of drivers in
    Browns action plan.


18
Entry Plan 101
  • Strategies for Entering Principalship
    Successfully

19
BIG ROCK 1
  • STUDENT CULTURE
  • Safe
  • Kids in school
  • Kids in class
  • Kids on task
  • Eyes on the Prize

20
BIG ROCK 2
  • STUDENT ACHIEVEMENT
  • Data-driven instruction Assessment is quickest,
    most effective lever for influencing student
    achievement
  • Mold everything else around that
    goalsupervision, PD, calendar, scheduling, etc.

21
BIG ROCK 3
YOU DECIDE
22
Support for the Work
  • Guides Presented During the Course of This Years
    Data-Driven Workshops

23
Phases of Data-Driven Instruction Interim
Assessments
  • Adapted, Research by Camden County, GA Public
    School District

24
PHASE 1
  • IGNORANCE, CONFUSION, OVERLOAD
  • I dont understand what were doing.
  • This is too much! How am I really supposed to
    use all this?
  • All this analysis! Whats wrong with just
    grading the old-fashioned way?
  • Uh? Interim assessments? What are those?

25
PHASE 2
  • FEELING INADEQUATE DISTRUSTFUL
  • How can two questions on a test possible
    establish mastery? These tests can never measure
    what I know about my students learning.
  • This idea of an assessment is terrible! We dont
    teach like that format! We teach it this way.

26
PHASE 3
  • CHALLENGING THE TEST
  • Question 26 is a poor question. Answer b is a
    trick answer.
  • Question 11 is too hard. We need to make it
    easier.
  • The kids made silly mistakes because of the
    pressure of this pointless test. They know this
    stuff.
  • Undertone Ive never looked at a test item
    before, but Im going to now if youre going to
    hold me accountable.

27
PHASE 4
  • ANALYTICAL but SUPERFICIAL
  • They just dont do well on word problems. I just
    need to do more word problems.
  • They just dont read enough. Ill get them to
    read more.

28
PHASE 5
  • LOOKING FOR CAUSES, BUT NO ACTION
  • These wrong answers tell me that they dont know
    the difference between a summary and a theme.
  • I always taught grammar in isolation, and this
    test asked for it in a more authentic form.
  • The problem with solving algebraic equations for
    them was actually the inability to subtract
    negative integers.

29
PHASE 6
  • CHANGING TEACHING PRACTICES
  • Teachers follow through on analysis
  • Lesson plans reflect spiraling, re-teaching,
    etc.
  • Teachers look for best practices outside of their
    own classroom

30
Running Effective Analysis Meetings
  • Protocols from NLNS Training

31
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?

32
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?

33
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)

34
PRECURSORS TO EFFECTIVE ANALYSIS MTGS
  • 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)

35
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
  • Dont fight the battles on ideological lines
    (youre going to lose)
  • Theres a difference between the first assessment
    and the third
  • Youve got to know the data yourself to have an
    effective meeting
  • Make sure its connected to a concrete plan that
    you can verify

36
ANALYSIS MEETING HELPFUL PHRASES
  • HELPFUL STARTERS FOR ANALYSIS MEETINGS
  • Sowhats 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.? Im sorry to hear that. So where should we
    begin with our action plan moving forward?

37
ANALYSIS MEETING HELPFUL PHRASES
  • DATA-FOCUSING FOR ANALYSIS MEETINGS
  • So lets look at question 18Why 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?
  • Lets 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 lets re-visit the action plan you created
    and see how we can incorporate these additional
    ideas.

38
Running Effective Teacher MeetingsResults
Meeting Protocol
39
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 (5-10 min)
  • BRAINSTORM proposed solutions (10 min)
  • See protocol on next page
  • REFLECTION Feasibility of each idea (5 min)
  • CONSENSUS around best actions (20 min)
  • See protocol on next page
  • PUT IN CALENDAR When will the tasks happen? When
    will the teaching happen? (10 min)

40
RESULTS MEETING STRUCTUREPROTOCOLS 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 minutepersonal/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.

41
RESULTS MEETING STRUCTUREPROTOCOLS 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

42
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.

43
Planning Your TimeBest Use of 1 hr/wk with
Teachers
44
IF YOU HAVE 1 HR/WK OF FACE TIME PRE-WORK
  • PRE-WORK
  • INTERIM ASSESSMENT LESSON PLAN REVIEW Checking
    teachers lesson plans alongside key re-teach
    standards (action plan) or standards on next
    assessment identifying
  • What are the key moments to observe to check for
    rigor or alignment?
  • Are the standards well embedded in an engaging
    lesson?
  • MINI-OBSERVATIONS Mini-observations of class
    each day (5-15 minutes per visit) with brief
    feedback in hallways

45
IF YOU HAVE 1 HR/WK OF FACE TIME INDIVIDUAL
MEETINGS
  • INDIVIDUAL FACE TIME1st PRIORITY
  • DATA-DRIVEN PROCESS IS FIRST DRIVER OF AGENDA
  • Help teacher analyze interim assessment data
    make action plan (2-6 days after asst important
    first time through)
  • Results analysis meeting (once teacher has done
    analysis/action plan before meeting with you)
  • Review upcoming assessment (6 weeks before)
  • Anticipate student performance by marking interim
    assessment questions confident, not sure, no
    way (1-2 weeks before asst)
  • DURING REMAINING TIME/WEEKS
  • FEEDBACK ON CLASSES OBSERVED Dialogueaffirmation
    of strengths, suggestions for improvement
  • 1-2 goals maximum
  • Make concrete follow-up plan if needed
  • PLANNING FOR THE FUTURE Review action
    plan/lesson plans, anticipate/plan key moments
    for upcoming week

46
IF YOU HAVE 1 HR/WK OF FACE TIMETEAM MEETINGS
  • TEAM MEETINGS
  • RESULTS MEETING PROTOCOL
  • Target just 1 standard to visit for the meeting
  • If important, redo results meeting around same
    standard the following week to evaluate the
    effectiveness of their implementation
  • REVIEW STUDENT WRITING
  • Make action plan (2-6 days after asst)
  • Review upcoming assessment (6 weeks before)
  • Anticipate student performance by marking interim
    assessment questions confident, not sure, no
    way (1-2 weeks before asst)
  • MAKE ACTION PLANS Mini-observations of class
    each day (5-15 minutes per visit) with brief
    feedback in hallways

47
Implementing Action
  • Effective Action Strategies

48
DATA-DRIVEN CLASSROOM PRACTICES TO DO NOT TO
DO
STRATEGY WHAT TO DO NOT TO DO
Objectives Break down the standard Cut paste standard from state list
Do Nows Reflect student learning Shoot lower than the assessment rigor
HW Meet rigor of asst, independent work, easy to grade Purely computation worksheets
Walls Evidence of standard No evidence
Questioning Cold calling, dipsticking Call only on hands raised
Student Responses Get students to do the work Teacher does all the scaffolding all the time
49
DATA-DRIVEN CLASSROOM PRACTICES TO DO NOT TO
DO
STRATEGY WHAT TO DO NOT TO DO
Analysis Check performance in related standards and at different reading levels to see what objective to target Ignore related performance and do more work on the standard
Questioning Rigor Scripted questions, moving from heavily scaffolded to independent Ask many similar questions about the standard
Student Reading Engagement Student gets immediate feedback about results Independent work is not monitored and students could or could not be meeting the standard
50
1. TEACHER ACTIONS
  • LESSON PLANS Teachers staple action plan to top
    of lesson plans, explicitly showing where theyre
    re-teaching key stds
  • CHECKING FOR UNDERSTANDING Oral review,
    dipsticking, dry erase boards / plastic sheets,
    every Saphier strategy imaginable
  • DO NOW / QUICK-CHECK Spiral all standards
    collect them for 4 days and let students correct
    at end of week
  • HOMEWORK Assess skills that students should be
    able to do independently design HW aligned to
    the standards
  • IN-CLASS ASSESSMENTS Align in content and
    format spiral a portion of each test
  • DIFFERENTIATED INSTRUCTION Generate strategies
    to work with select student groups while other
    students are working independently

51
2. SCHOOLWIDE SUPPORT
  • CLASS SCHEDULE Take 10-15 minutes from math
    block every day to re-teach find places in the
    schedule where you could gain learning time for
    students utilize lunch/breakfast time
  • SCHOOL SCHEDULE Build in pre-school/after-school
    tutoring, use lunch/breakfast time to target
    students in need of improvement
  • PULLOUT GROUPS Other staff members (including
    you!) pull out small groups of students to work
    on toughest standards (highest or lowest
    achieving subgroups) so main teacher can focus on
    smaller class

52
2. SCHOOLWIDE SUPPORT (cont.)
  • ADDITIONAL STAFF Solicit support of non-core
    academic staff to teach small groups of students
    (paraprofessionals, art/PE teachers, SPED, ELL,
    tutors, parents, etc.)
  • EVERY LEADER ON BOARD All leaders (deans, VPs,
    Dept. Chairs, coaches) support the processtarget
    teachers who need most help, follow results
    meeting protocol, etc.
  • PULL Rotate students into groups with similar
    skill deficiencies and teach them in those groups
    for select time periods rotate groups when in
    new subjects

53
Five Case Studies
  • Building a Principal Entry Plan

54
CASE STUDY PROTOCOL, ROUND 1
  • SELECT CASE STUDY Pick case that feels closest
    to your schools particular context
  • READ CASE STUDY Take notes and use DDI
    implementation rubric to look for
    presence/absence of key drivers
  • IMPLEMENT RESULTS PROTOCOL Create a principal
    entry plan based on analysis of the case

55
CASE STUDY PROTOCOL, ROUND 2
  • SELECT SECOND CASE STUDY Pick case that feels
    next closest to your schools particular context
  • READ CASE STUDY Take notes and use DDI
    implementation rubric to look for
    presence/absence of key drivers (5 min)
  • IDENTIFY CORE CHALLENGES OF THE CASE
    Collectively identify areas of the DDI
    implementation rubric that need to be the focus
    (5 min)
  • REVIEW ENTRY PLAN FROM PREVIOUS SMALL GROUP Read
    principal entry plan (2 min)
  • BRAINSTORM IMPROVEMENTS/CHANGES TO ENTRY PLAN If
    entry plan is solid, add more detail to
    implementation plan (10 min)

56
Final Exam Preparing for Challenges
  • Case Studies in Resistance Planning

57
SCENARIOS I
  • You dont have a good feel for how teachers have
    reacted to your presentation of the data-driven
    initiative, but you just got a nasty anonymous
    email telling you that teachers are going to
    revolt against your plans.
  • Youre swamped with discipline issues and you
    only have 1 hour to do instructional things. What
    do you do first?
  • Teachers complain the test had nothing to do with
    what they taught.
  • Your leadership team is not convinced by your
    plan.

58
SCENARIOS II
  • Teachers protest that they dont have time to
    analyze data. (Similar scenario teachers protest
    that they dont have enough time to grade the
    assessments or enter data into templates.)
  • Teachers complain that they cant re-teach
    because they have to keep covering the
    curriculum.
  • One teacher challenges the plan ( your
    authority) in front of the whole staff at your
    first staff meeting. What do you do in that
    moment?
  • A teacher approaches you to tell you that the
    instructional leader you have working with her
    (an AP) doesnt manage well her teams analysis
    meetings, and they quickly get off point.

59
SCENARIOS III
  • The teachers say that they have to implement a
    new math curriculum this year, and they can't
    deal with learning a new curriculum, and a whole
    new assessment approach.
  • Teachers say that the idea of double testing the
    kids is ridiculous.
  • You realize a few weeks before the assessments
    that there is no one else who knows how to run
    the results and analysis meetings besides you.

60
SCENARIOS IV
  • Teachers say the state test doesnt include
    writing and that writing is the number one skill
    students need for college.
  • A few teachers say the whole thing is just test
    prep and they want to teach more substance. They
    feel they know better what students need.
  • Some veteran teachers are deeply suspicious that
    the interim assessments are just to evaluate
    their performance as teachers.

61
FINAL TAKEAWAYS
  • What do I want to make sure I remember to do?
  • What are the areas I want to develop to be ready
    for next year? (Who will I turn to for support?)

62
October Sky
  • What made the difference? Why were the Coalwood
    boys ultimately successful in launching the
    rocket?

63
Conclusions
  • Data-Driven Instruction Assessment
  • Paul Bambrick-Santoyo

64
Tale of North Star100 High School Freshmen
65
North Star 3 Years LaterFreshmen who made it to
senior year
66
North Star 4 Years LaterPlan to attend 4-year
colleges
67
North Star 5 Years LaterActually enroll in
4-year colleges
Write a Comment
User Comments (0)
About PowerShow.com