Data-Driven Instruction &
Assessment
Paul Bambrick-Santoyo
P1
NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100%
90%
Pct. Proficient
80%
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
70%
Pct. Free-Reduced Lunch
80%
90%
100%
P2
NY State Public School ELA 4th Performance vs. Free-Reduced Rates
100%
90%
Pct. Proficient
80%
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
70%
Pct. Free-Reduced Lunch
80%
90%
100%
P3
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?
P4
Man on Fire:
• What were the key moments in Creasy’s attempt to help the
girl (Pita)?
• What made Creasy’s analysis effective?
P5
ASSESSMENT ANALYSIS I
PART 1—GLOBAL 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?
P6
ASSESSMENT ANALYSIS II
PART 2—DIG IN:
• “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?
P7
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?
P8
Videos of Teacher-Principal Conference
North Star Assessment Analysis Meetings
P9
Impact of Data-Driven Decision Making
State Test & TerraNova Results 2003-2008
P10
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
P11
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
2002
5th
R eadi ng
Grad e Pre- T est
36.6%
34.1%
Language
2003
5th grade
40.5%
40.5%
C HA NGE
+ 3.9
+ 6.3
5th Grade 2003-2004 -- Percentage at or above national avg
TER R A NOV A
N=42 s tudents
2003
5th
Gr ad e Pr e- T est
2004
5th grade
C HA NGE
R eadi ng
31.0%
52.4%
+ 21.4
Language
21.4%
47.6%
+ 26.2
P12
Comparison of 02-03 to 03-04:
How 2nd teacher improved
6th Grade 2002-2003 -- Percentage at or above grade level
TERRANOVA
2002
2003
6th Grade Pre-Test
6th grade
CHANGE
Reading
53.7%
29.3%
- 24.4
Language
51.2%
48.8%
- 2.4
N=43 students
6th Grade 2003-2004 -- Percentage at or above grade level
TERRANOVA
2003
2004
5th grade
6th grade
CHANGE
Reading
40.5%
44.2%
+ 3.7
Language
40.5%
79.1%
+ 38.6
N=42 students
P13
North Star Academy:
NJ State Test Results
2009
P14
NJASK 8—DOWNTOWN MS LITERACY
P15
NJASK 8—DOWNTOWN MS MATH
P16
North Star Middle Schools: Setting the Standard
P17
North Star Elementary: Exploding Expectations
2008-09 TerraNova Exam:
Kindergarten--Median National Percentile
Kindergarteners’ Median National Percentile
100.0%
95.3%
96.7%
97.4%
80.0%
60.0%
K Pre-test
42.6%
40.0%
Kindergarten
29.3%
27.5%
20.0%
0.0%
Reading
Language
Math
P18
HIGH SCHOOL HSPA—ENGLISH
Comparative Data from 2008 HSPA Exam
P19
HIGH SCHOOL HSPA—MATH
Comparative Data from 2008 HSPA Exam
P20
NEW JERSEY HSPA—ENGLISH PROFICIENCY
P21
NEW JERSEY HSPA—MATH PROFICIENCY
P22
Ft. Worthington: Turnaround Through Transparency
P23
Monarch Academy: Vision and Practice
P24
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?
P26
THE FOUR KEYS:
DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
P27
Power of the Question
Analysis of Assessment Items
P28
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
P29
why not?
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.
P30
POWER OF THE QUESTION—READING:
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 Hood’s adventures with a wolf
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
P31
ASSESSMENT BIG IDEAS:
In an open-ended question, the rubric
defines the rigor.
In a multiple choice question, the options
define the rigor.
P32
POWER OF THE QUESTION—GRAMMAR/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:
P33
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?
P34
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
P35
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
P36
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
P37
THE FOUR KEYS:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
ACTION
in a Data-driven CULTURE
P38
Quiz Enhancement—Reflection:
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:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
ACTION
in a Data-driven CULTURE
P40
P41
THE FOUR KEYS:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
ACTION
in a Data-driven CULTURE
P42
Analysis, Revisited
Moving from the “What” to the “Why”
P43
Man on Fire:
• What made Creasy’s analysis effective?
• After a solid analysis, what made Creasy’s action plan
effective?
P44
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”
P45
THE FOUR KEYS:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
(Quick, User-friendly, Teacher-owned, Test-in-hand,
Deep)
ACTION
in a Data-driven CULTURE
(Leadership, PD, Calendar, Build by Borrowing)
P46
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?
P47
Mr. Holland’s Opus:
• What made the difference? How did Lou Russ finally learn to
play the drum?
• What changed Mr. Holland’s attitude and actions?
P48
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 they’re taking to improve
P49
THE FOUR KEYS:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
(Quick, User-friendly, Teacher-owned, Test-in-hand,
Deep)
ACTION
(Action Plan, Ongoing, Accountability, Engaged)
in a Data-driven CULTURE
P50
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)
P51
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
P52
THE FOUR KEYS:
ASSESSMENTS
(Interim, Transparent, Aligned, Reassess)
ANALYSIS
(Quick, User-friendly, Teacher-owned, Test-in-hand,
Deep)
ACTION
(Action Plan, Ongoing, Accountability, Engaged)
in a Data-driven CULTURE
(Leadership, PD, Calendar, Build by Borrowing)
P53
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.
P54
Results Meeting Protocol
Effective Group Meeting Strategy
P55
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)
P56
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 don’t have an idea, say “Pass.”
• No judgments should be made; if you like the idea, when it’s
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 minute—silent personal/individual reflection on the list: what
is doable and what isn’t 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 doesn’t have a thought to share, say “Pass” and
come back to that person later.
• No judgments should be made.
P57
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 teach—ID who will do each task.
• Spend remaining time developing concrete elements of lesson
plan:
• Do Now’s
• 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
P58
KEY TIPS TO MAKING RESULTS MEETING
PRODUCTIVE:
• GET SPECIFIC to the assessment question itself: We can
teach 10 lessons on this standard. What’s 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. That’s where the change will begin!
• IF GROUP IS TOO LARGE: After presenter is done, split into
two groups. You’ll generate more ideas and you can share your
conclusions/action plans at the end.
P59
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
P60
Dodge Academy: Turnaround Through Transparency
P61
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results
Year Tested
GNA 2004
Language Arts
Mathematics
% Proficient / Adv
Proficient
% Proficient / Adv
Proficient
46.3
7.3
P62
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results
Year Tested
GNA 2004
GNA 2005
Language Arts
Mathematics
% Proficient / Adv
Proficient
% Proficient / Adv
Proficient
46.3
63.2
7.3
26.3
P63
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results
Year Tested
GNA 2004
GNA 2005
GNA 2006
Language Arts
Mathematics
% Proficient / Adv
Proficient
% Proficient / Adv
Proficient
46.3
63.2
73.5
7.3
26.3
73.5
P64
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results
Language Arts
Mathematics
% Proficient / Adv
Proficient
% Proficient / Adv
Proficient
GNA 2006
46.3
63.2
73.5
7.3
26.3
73.5
GNA 2007
80.1
81.8
Year Tested
GNA 2004
GNA 2005
P65
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results
Language Arts
Mathematics
% Proficient / Adv
Proficient
% Proficient / Adv
Proficient
GNA 2006
46.3
63.2
73.5
7.3
26.3
73.5
GNA 2007
80.1
81.8
+ 33.8
+ 74.5
Newark Schools 2006
54.5
41.5
NJ Statewide 2006
82.5
71.3
Year Tested
GNA 2004
GNA 2005
Difference 2004-07
P66
Greater Newark Charter: Achievement by Alignment
P67
Chicago International Charter School: Winning
Converts
P68
Morell Park Elementary School: Triumph in Planning
P69
Thurgood Marshall Academy Charter High School:
Teachers & Leaders Together
P70
REAL QUOTES FROM OUR CHILDREN…
“The teachers use the assessments to become better teachers.
They see what they didn’t 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.”
P71
REAL QUOTES FROM OUR CHILDREN II…
“Mr. G always accepts nothing less than each student’s 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.”
P72
Burning Questions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo
P73
Conclusions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo
P74