Coaches Presentation Presentation based on the work of Paul Bambrick- Santoyo-Driven by Data DATA-DRIVEN INSTRUCTION

 Technology can be used to participate or take notes.  Participation is expected by all.  If the activities are not meaningful to your work, then let us know so we can adjust for future meetings.  To be efficient in bringing back the conversation, when I raise my hand, please finish the conversation and raise your hand.  I will use ‘cold call’ throughout the presentation to seek responses. If you have other ground rules that you would like to add, please write them on a sticky note and give them to me at the end of the meeting. GROUND RULES FOR OUR PD

 By the end of this session, you should be able to:  Identify the 4 critical components of DDI  Understand the connection between assessment, analysis, and action  Lead an individual data analysis meeting  Make connections between DDI and Colonial initiatives GOALS FOR THIS SESSION…

What’s been done?  Participation of staff in a variety of workshops led by Paul Bambrick since January 2013  Adjustment to Colonial calendar to include multiple opportunities for data analysis in  Revamping K-8 ELA and Math Common Assessments  Training for administrators on DDI beginning last Spring on DDI  Overview for new teachers in August 2013  Training for administrators on Observation/Feedback in September 2013 LEVERAGE LEADERSHIP PLANS IN COLONIAL

What’s to come?  Training for coaches on DDI and then Observation/Feedback  Continued training for administrators in a differentiated model on DDI and Observation/Feedback  Training for schools on DDI and Observation/Feedback LEVERAGE LEADERSHIP PLANS IN COLONIAL

WHAT DOES IT MEAN TO BE DATA-DRIVEN?

WHAT DOES IT MEAN TO BE DATA-DRIVEN? TEXT AND RESPONSE TO 37607

“Data-driven instruction is the philosophy that schools should constantly focus on one simple question: ARE OUR STUDENTS LEARNING? Using data-based methods, these schools break from the traditional emphasis on what teachers ostensibly taught in favor of a clear-eyed, fact- based focus on what students actually learned.” -Paul Bambrick in Driven by Data WHAT DOES IT MEAN TO BE DATA-DRIVEN?

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

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

FOCUS ON THE MOST EFFECTIVE, EFFICIENT LEVEL IN IMPROVING STUDENT ACHIEVEMENT IN OUR SCHOOLS: DATA- DRIVEN INSTRUCTION

PLC’s  What do you want students to know?  How will you know if they know it?  What will you do if they don’t learn it?  What will you do if they do? HOW DOES THIS CONNECT TO WHAT WE ARE ALREADY DOING IN COLONIAL?

 Assessment  Analysis  Action  Culture 4 CRITICAL COMPONENTS TO DDI

 Assessment-Create Rigorous interim assessments that provide meaningful data  Analysis-Examine the results of assessments to identify the causes of both strengths and shortcomings.  Action-Teach effectively what students most need to learn.  Culture-Create an environment in which data-driven instruction can survive and thrive. 4 CRITICAL COMPONENTS TO DDI

Create Rigorous interim assessments that provide meaningful data CORE IDEAS:  Standards are meaningless until you define how you will assess them.  When you define how you’ll assess a standard, you are defining your expectations. ASSESSMENT

THE POWER OF THE QUESTION!!!

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 why not?

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. ASSESSMENT CORE IDEAS:

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

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

Begin with the end in mind! A teacher’s instruction must align not only with the level of the standards that are being taught, it must also align with the types of tasks/questions that are on the assessment.

Examine the results of assessments to identify the causes of both strengths and shortcomings. ANALYSIS

What were the key moments in Creasy’s attempt to help the girl (Pita)? What made Creasy’s analysis effective? MAN ON FIRE

What were the key moments in Creasy’s attempt to help the girl (Pita)? What made Creasy’s analysis effective? MAN ON FIRE

 If you’re not at the pool, you cannot do the analysis.  The heart of the matter is presenting the data so clearly that the student or teacher can come to the right conclusion on their own. CORE IDEAS

 Each table has been given a data set from an assessment.  Data sheet contains:  Top row: Number of assessment question  Next row: Standard  Columns:  Student Names, % correct by question type  Blank space-student answered correctly  Letter-wrong letter choice  Number-points earned  Bottom-Overall performance by Standards NOW IT’S YOUR TURN!

Question # SCHOOL NAME MULT. CHOICE: TOTAL CORRECT MULT. CHOICE: % CORRECT OPEN-ENDED: % CORRECT COMBINED PROFICIENCY SCORE: True/false Recall stated information (right there) Sequence of events (middle event) Understand sentence in context Main idea (alternative title) Sequence of events (what comes after) Inference (global conclusion) Vocab in context Author's purpose: how accomplished Recall stated information (right there) Main idea (mostly about) Sequence of events (what comes after) Recall stated information Inference: NOT in passage but helpful Recall stated information (conclude) Main idea (purpose) Sequence of events (what comes after) Recall stated information (right there) Character description ID most important detail Recall stated information Sentence in context Character feeling Fact/opinion Supporting details: list examples Punctuation/capital letters: correct Student Name Darryl 22 92%89%91% H J 2123 Mary 21 88%89%88% J B B 2123 Michelle 20 83%89%85% J G J B 2123 Jessica 20 83%78%82% J B B H 2113 Nana 20 83%78%82% J C B D 2122 Zachary 20 83%78%82% H D B D2113 Mary 19 79%78%79% F GC B B 2023 Lucy 18 75%78%76% F F H J GC 2113 Charles 17 71%67%70% G D JC D F D2013 Lamar 19 79%44%69% H H J B G 1003 Susan 17 71%67%70% G J JC B F A 2103 Ashely 16 67% G G D CFD F D2013 Waynon 17 71%56%66% G J H H FD D2003 Yasmine 15 63%67%64% G HC B JC BA D2103 Terrell 12 50%44%48% F GBHAJBH J AFB 2011 Joseph 15 63%22%50%C F G NAB JC D B0002 Samuel 11 46%22%39% BHCGCFBAJD BHD2000 TOTAL CORRECT PER QUESTION PERCENTAGE CORRECT BY Q: 94%88%100% 47%94%47%88%76%65%59%94%24%47%88%29%82%53% 100%82%88%59%91%26%47%86% Tier 1 Standards:Tier 2 Standards:Tier 3 Standards: Recall Stated Information:81%Character Description:71%Fact/Opinion: 59% Main Idea: 84%Most Important Detail: 53%Author's Purpose: 88% Sequence of Events:59%Sentence in Context: 91%True/False: 94% Supporting Details:55%Vocab in Context: 47% Inference: 59% Punctuation/Capitalization:86% % Students above proficiency at various cuts: Mult. Choice:O-E:Combined:50%+:55%+:65%+:75%+: SCHOOL73%65%71%94%88%76%47%

 Each table has been given a data set from an assessment.  Take 4 minutes to look at the data individually. Using the ‘Global Impressions’ section, take notes on your graphic organizer. NOW IT’S YOUR TURN!

Part 1: 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? GLOBAL IMPRESSIONS

 Each table has been given a data set from an assessment.  Take 4 minutes to look at the data individually. Using the ‘Global Impressions’ section, take notes on your graphic organizer.  Now, with your elbow partners, reflect on your ‘Global Impressions’ NOW IT’S YOUR TURN!

 PART 2—DIG IN: In groups…. “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? “DEEP DIVE”

Teach effectively what students most need to learn. ACTION

 Basic Principles for Action  Plan-Develop new lessons based on data analysis  Action Plan-Implement what you plan (dates, times, standards, and specific strategies)  On-going Assessment-Conduct formative assessments, in the moment checks for understanding to ensure progress  Engage Students-Make sure students know the end goal, how they did, and what actions their taking to improve TIME FOR ACTION

How did Creasy ‘Dive Deep’ into the data? What made Creasy’s analysis effective? After a solid analysis, what made Creasy’s action plan effective? BACK TO PITA AND CREASY

“The gunshot holds no fear.” ANALYSIS INTO ACTION

What do you need to focus on? How are you going to do that? How will you know if they get it? WHAT IS YOUR PLAN OF ACTION FOR THIS GROUP OF STUDENTS?

Training IT’S ALL ABOUT GOOD PRACTICE!

How does DDI fit in with PLC’s, Common Core, LFS, and Rigor, Relevance, and Relationships? Turn and talk with your partner about the interconnectedness of these initiatives. DISCUSS WITH YOUR ELBOW PARTNER:

It’s not about what you are teaching…it’s about what students are learning! Focus on Results!

LET’S SEE HOW PITA DOES ON THE SUMMATIVE ASSESSMENT!

LEADING EFFECTIVE DATA ANALYSIS MEETINGS

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

 How can we hold our teachers accountable for student growth while having them to reflect on best practices?  What are some of the excuses teachers use for students not making growth? TURN & TALK

 How does this coach handle the situation when the teacher does not understand?  What did you notice about the coaching session?  What are you wondering? VIDEO ANALYSIS

Data-Driven Instruction properly implemented does not require teacher buy-in – it creates it. CORE IDEA

 Given envelopes with individual steps, sort the steps in the correct DDI category.  ASSESSMENTS  ANALYSIS  ACTION  in a Data-driven CULTURE DATA DRIVEN ANALYSIS MEETING SORT

 Using the data set from earlier and the analysis of the data, you will prepare hold a coaching session.  Find successes, challenges, trends and root causes in the data. ANALYSIS

 Numbered heads…  1 - Teachers  2 - Observers  3 - Leaders  Observers and Leaders will swap off for With It or Not. The Observer is ensuring that all four of the steps are implemented.  Findings will be noted at the conclusion. IT’S MEETING TIME!

DID WE ACHIEVE OUR GOALS?  Can you:  Identify the 4 critical components of DDI  Understand the connection between assessment, analysis, and action  Lead an individual data analysis meeting  Make connections between DDI and Colonial initiatives

 Text 9981 and your questions to BURNING QUESTIONS OR THOUGHTS?

 At your next meeting with your principal if you haven’t already met on DDI, discuss the plan of implementation of DDI in your school.  Begin using skills developed today to enhance your PLC meetings or other data conversations.  For the next meeting, be prepared to share out and collaborate on your buildings roll out. We will reflect on today and send you the plan for the next meeting as soon as possible. NEXT STEPS