1. DATA INQUIRY TO IMPROVE TEACHING AND LEARNING DAY 3: MOVING FROM ANALYSIS TO ACTION Putnam/Northern Westchester BOCES Race to the Top Series February 2012

2. Presenters Judy Powers Education Program Consultant Abby Bergman Education Program Consultant 2

3. Agenda Goals for the Day 8:30 - 8:40 Where Are We in This Series 8:40 - 8:45 Regional Sharing 8:45 - 10:00 Break/Networking 10:00 - 10:10 Review of Tools from Prior Sessions 10:10 - 10:20 Developing an Action Plan 10:20 - 10:30 Morning Data Team Work 10:30 - 11:45 Lunch 11:45 - 12:30 Continued Work with Data 12:30 - 2:00 Sharing: Where We Are In Our Work With Data 2:00 - 3:00 3

4. GOALS FOR THE DAY PARTICIPANTS WILL KNOW What is being done within our region in the area of Data Driven Instruction The basic elements of a school action plan derived from data What other teams have done in going from analysis to action PARTICIPANTS WILL UNDERSTAND THAT Looking at data for school improvement is a complex process that takes time Action plans can be developed only after a comprehensive review of data and inferences about root causes PARTICIPANTS WILL Share a summary of what has been done in their schools/districts in implementing data driven instruction Examine data and engage in data-driven dialogue Begin to create an action plan based upon a careful examination of local data 4

5. Where We Are in This Series DATA -DRIVEN CULTURE:  Highly Active Leadership Team  Introductory Professional Development  Implementation Calendar  Ongoing Professional Development  Build By Borrowing ASSESSMENTS:  Several Forms of Assessment  What Are the Advantages and Uses of Each  Aligned to State Tests and College Readiness  Aligned to Instructional Sequence ANALYSIS:  Immediate Turnaround of Assessment Results  User-Friendly, Succinct Data Reports  Teacher-Owned Analysis Facilitated by Effective Leadership Preparation  Test-in-Hand Analysis Between Teachers & Instructional Leader  Deep - Moves Beyond “What” Students Got Wrong to “Why” They Got It Wrong ACTION:  Plan New Lessons Collaboratively  Implement Explicit Teacher Action Plans  Ongoing Assessments  Accountability  Engaged Students 5

6. Regional Sharing What structure/format have you used to examine data in your school/district? How is the group structured?  Who are the group members?  What are the various roles within the group? What data has your team examined? How is information/findings shared within the school? What has been successful? What changes might you make as you move forward? Chart your responses and report out Clarifying questions 6

7. Group Structure Data Examined How SharedSuccessesChanges Example: Data Inquiry Team composed of 2 administrators, a representative from each grade level, AIS staff Last year’s local math final exams At faculty meetings and departmental meetings Revised strategies for teaching fractions resulted in improved on interim assessments Include math chair when examining math data 7

8. Review of Data Examination Tools Norms of Collaboration Three Forms of Assessment Data Driven Dialogue 8

9. Seven Norms of Collaboration 1.Pausing 2. Paraphrasing 3. Probing for specificity 4. Putting ideas on the table and pulling them off 5. Paying attention to self and others 6. Presuming positive intentions 7. Pursuing a balance between advocacy and inquiry 9

10. Three Basic Forms of Assessment Summative Assessments  Given when instruction is finished, often for report card grades. These include unit tests, performance tasks, final exams, and, of course, high-stakes state tests  May be end of year State Exams in prescribed areas  May be adopted commercial tests by the school district  May be assessments made within a school district as end-of year or end-of semester tests Formative Assessments  The bulk of teacher assessment time is used on formative assessments  Requires that students be clear about learning objectives  Should be planned in advance to make “mid-course adjustments” during lessons  Examples include: student self-assessments, use of rubrics, checking for understanding during lessons, quizzes, examination of student work  Regroup and re-teach on the spot Interim Assessments Interim assessments given periodically, often every 6 to 8 weeks to:  monitor student proficiency  provide teachers with information for re-teaching, improving instruction, and  following up with students 10

11. Interim (instructional, evaluative, predictive) Formative classroom (minute-by- minute, in-the-moment, integrated into the lesson) Summative Frequency of administration Scope and Duration of Cycle Increasing Tiers of Assessment 11

12. Data-Driven Dialogue: A Four-Step Process 12

13. A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Phase 1: Predict – Activating and Engaging Phase Starters: I predict… I assume… I wonder… I’m expecting to see… 13

14. Phase 2: Going Visual – Exploring and Discovering Charts Graphs Tables Data Walls Stoplight Highlighting 14

15. Phase 3: Observing I notice that…… I see that……… I am struck by………… I am surprised that………………… Remember that observations are: Quantitative and qualitative Contain no explanations BECAUSE 15

16. Phase 4: Infer/Question – Organizing and Integrating A possible explanation is… That may be because… A question I have now is… 16

17. _________ % of students tested at _________ School passed the _____________ exam. A performance gap of ______ percentage points was noted between __________ students and ____________ students. A weak strand is ________________, particularly in ________________________________. Student-Learning Problem Statement Template 17

18. Action Plan Tools Review of Implementation Rubric Action Plan from “What to Do When There’s a ‘2’ ” Steps for Analyzing Data from Interim Assessment Results Example of a Middle Level Action Plan Action Plan Template – Math Example Detailed Action Plan Worksheet Simple Goal Planning Form 18

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20. AnalysisRating 1. Immediate turnaround of assessment results (ideally within forty-eight hours). __/4 2. Data reports provide user-friendly, succinct item-level analysis, standards-level analysis, and bottom-line results. __/4 3. Teacher-owned analysis facilitated by effective leadership preparation. __/4 4. Test-in-hand analysis between teacher and instructional leader. __/4 5. Deep analysis moves beyond what students got wrong to answer why they got it wrong. __/4 ActionRating 1. Planning: Teachers plan new lessons collaboratively to develop new strategies based on data analysis. __/4 2. Implementation: Explicit teacher action plans are implemented in whole-class instruction, small groups, tutorials, and before- or after-school support sessions. __/4 3. Ongoing assessment: Teachers use in-the-moment checks for understanding and in-class assessment to ensure student progress between interim assessments. __/4 4. Accountability: Instructional leaders review lesson and unit plans and give observation feedback driven by the action plan and student learning needs. __/4 5. Engaged students: Students know the end goal, how they did, and what actions they are taking to improve. __/4 Total: ___/100 20

21. Taken from “What to do When There’s a 2” on engageny.org 21

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23. Example of a Middle Level Action Plan 23 Target Population Spanish II Class; all 30 students Standard New York State Learning Standards for Languages Other Than English (LOTE) Time FrameSY 2012-13 (1 year) Evidence 1.Spanish I summative assessment results from students in 2011-12. 2.District-wide pre-assessment administered at the beginning of the school year. 3.District-wide summative assessment administered at the end of the school year. Baseline 1.All students had 2011-12 Spanish I results that demonstrated scores of proficient or higher in all basic vocabulary and grammar. 2.Scores ranged from 6% - 43% on the Spanish II District- wide diagnostic assessment. 23

24. Example of an Action Plan (Part 2) Goal 80% of students will demonstrate mastery of at least 75% of the Spanish II performance indicators, as measured by the district’s summative assessment in May 2012. Rationale Previous work in Spanish I focused on working with basic vocabulary and grammar, and building preliminary oral skills. The diagnostic assessment is heavily focused on more advanced writing and reading skills, which are essential components of the Spanish curriculum. Spanish II requires students build on their learning from Spanish I in order to acquire mastery in these areas and to be prepared for Spanish III. Since all students completed Spanish I having achieved basic proficiency levels, the team is confident they will achieve 80% mastery or above on at least 75% of the Spanish II materials. 24

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29. Working With Your Data We are applying the premise that we are looking at data to formulate a plan to improve student performance in identified areas. What will we need to get there? 29

30. Group Focus Questions 1.What data did you choose to bring with you? 2.What data are you looking at? What does it purport to measure? 3.What questions did you bring to this selection? (Observe, Predict, Infer) 4.What did you learn from this analysis? 5.What goals have you set to act upon this data to effect the improvement of student learning? 6.What is your action plan? 7.How will you monitor progress of your action plan? 8.How will you know that it has worked? 30

31. Sharing Your Work 1.What data did you work with today? 2.What did you learn from this analysis? 3.What goals have you set based on your analysis? 4.Did you develop an action plan and if so please provide some detail? 31