Data-Driven Instruction Entry Plan Leadership Workshop

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Data-Driven Instruction Entry Plan Leadership
Workshop

• Paul Bambrick-Santoyo

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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
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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
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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

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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

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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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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

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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

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THE FOUR KEYS

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

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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

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THE FOUR KEYS

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

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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

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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

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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

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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)

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Quick-Write Reflection

• What are the first things you need to do when you
  get your principalship?

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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.

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Entry Plan 101

• Strategies for Entering Principalship
  Successfully

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BIG ROCK 1

• STUDENT CULTURE
• Safe
• Kids in school
• Kids in class
• Kids on task
• Eyes on the Prize

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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.

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BIG ROCK 3
YOU DECIDE
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Support for the Work

• Guides Presented During the Course of This Years
  Data-Driven Workshops

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Phases of Data-Driven Instruction Interim
Assessments

• Adapted, Research by Camden County, GA Public
  School District

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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?

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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.

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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.

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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.

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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.

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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

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Running Effective Analysis Meetings

• Protocols from NLNS Training

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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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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)

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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)

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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

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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?

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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.

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Running Effective Teacher MeetingsResults
Meeting Protocol
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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 (5-10 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)

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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.

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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

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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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Planning Your TimeBest Use of 1 hr/wk with
Teachers
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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

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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

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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

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Implementing Action

• Effective Action Strategies

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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
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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
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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

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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

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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

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Five Case Studies

• Building a Principal Entry Plan

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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

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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)

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Final Exam Preparing for Challenges

• Case Studies in Resistance Planning

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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.

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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.

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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.

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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.

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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?)

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October Sky

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

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Conclusions

• Data-Driven Instruction Assessment
• Paul Bambrick-Santoyo

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Tale of North Star100 High School Freshmen
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North Star 3 Years LaterFreshmen who made it to
senior year
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North Star 4 Years LaterPlan to attend 4-year
colleges
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North Star 5 Years LaterActually enroll in
4-year colleges