Putnam/Northern Westchester BOCES
Race to the Top Series
DATA INQUIRY TO IMPROVE TEACHING
AND LEARNING
DAY 3: MOVING FROM ANALYSIS TO ACTION
February 2012
Presenters
 Judy Powers
Education Program Consultant
 Abby Bergman
Education Program Consultant
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Agenda
 Goals for the Day
 Where Are We in This Series
 Regional Sharing
 Break/Networking
 Review of Tools from Prior Sessions
 Developing an Action Plan
 Morning Data Team Work
 Lunch
 Continued Work with Data
 Sharing: Where We Are In Our Work With Data
8:30 - 8:40
8:40 - 8:45
8:45 - 10:00
10:00 - 10:10
10:10 - 10:20
10:20 - 10:30
10:30 - 11:45
11:45 - 12:30
12:30 - 2:00
2:00 - 3:00
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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
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Where We Are in This Series
• DATA -DRIVEN CULTURE:

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Highly Active Leadership Team
Introductory Professional Development
Implementation Calendar
Ongoing Professional Development
Build By Borrowing
• ASSESSMENTS:
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Several Forms of Assessment
What Are the Advantages and Uses of Each
Aligned to State Tests and College Readiness
Aligned to Instructional Sequence
• ANALYSIS:
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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:
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Plan New Lessons Collaboratively
Implement Explicit Teacher Action Plans
Ongoing Assessments
Accountability
Engaged Students
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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
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Group
Structure
Data
Examined
How Shared
Successes
Changes
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
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Review of Data Examination Tools
 Norms of Collaboration
 Three Forms of Assessment
 Data Driven Dialogue
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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
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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
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Tiers of Assessment
Increasing
Summative
Interim (instructional,
evaluative, predictive)
Formative classroom (minute-byminute, in-the-moment, integrated into
the lesson)
Scope and
Duration of
Cycle
Frequency of administration
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Data-Driven Dialogue: A Four-Step Process
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Phase 1:
Predict – Activating and Engaging Phase
Starters:
I predict…
I assume…
I wonder…
I’m expecting to see…
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
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Phase 2:
Going Visual – Exploring and Discovering
•
•
•
•
•
Charts
Graphs
Tables
Data Walls
Stoplight Highlighting
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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
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Phase 4:
Infer/Question – Organizing and
Integrating
A possible explanation is…
That may be because…
A question I have now is…
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Student-Learning Problem Statement Template
_________ % 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
________________________________.
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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
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Implementation Rubric
Data-Driven Instruction and Assessment
The rubric is intended to be used to assess the present state of data-driven
instruction and assessment in a school. The rubric specifically targets interim
assessments and the key drivers leading to increased student achievement.
Rating codes: 4 = Exemplary Implementation 3 = Proficient
Implementation 2 = Beginning Implementation 1 = No Implementation
Data-Driven Culture
Rating
1. Highly active leadership team: Facilitate teacher-leader data analysis
meetings after each interim assessment and maintain focus on the
process throughout the year.
__/4
2. Introductory professional development: Teachers and leaders are
introduced to data-driven instruction effectively—they understand how
interim assessments define rigor and experience the process of
analyzing results and adapting instruction.
__/4
3. Implementation calendar: Begin school year with a detailed calendar
that includes time for assessment creation and adaptation,
implementation, analysis, planning meetings, and re-teaching (flexible
enough to accommodate district changes and mandates).
__/4
4. Ongoing professional development: Professional development
calendar is aligned with data-driven instructional plan: includes
modeling assessment analysis and action planning and is flexible
enough to adapt to student learning needs.
__/4
5. Build by borrowing: Identify and implement best practices from highachieving teachers and schools: visit schools and classrooms; share
and disseminate resources and strategies.
__/4
Assessments
Literacy
Rating
Math
Rating
1. Common interim assessments: Assessments
conducted four to six times per year.
__/4
__/4
2. Transparent starting point: Teachers see the
assessments at the beginning of each cycle and use
them to define the road map for teaching.
__/4
__/4
3. Aligned to state tests and college readiness.
__/4
__/4
4. Aligned to instructional sequence of clearly defined
grade-level and content expectations.
__/4
__/4
5. Re-assessed previously taught standards.
__/4
__/4
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Analysis
Rating
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.
3. Teacher-owned analysis facilitated by effective
leadership preparation.
__/4
4. Test-in-hand analysis between teacher and
instructional leader.
5. Deep analysis moves beyond what students got
wrong to answer why they got it wrong.
__/4
__/4
__/4
Action
Rating
1. Planning: Teachers plan new lessons collaboratively
to develop new strategies based on data analysis.
2. Implementation: Explicit teacher action plans are
implemented in whole-class instruction, small groups,
tutorials, and before- or after-school support sessions.
3. Ongoing assessment: Teachers use in-the-moment
checks for understanding and in-class assessment to
ensure student progress between interim assessments.
4. Accountability: Instructional leaders review lesson and
unit plans and give observation feedback driven by the
action plan and student learning needs.
5. Engaged students: Students know the end goal, how
they did, and what actions they are taking to improve.
__/4
__/4
__/4
__/4
__/4
Total: ___/100
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Taken from “What to do When There’s a 2” on engageny.org
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Interim Assessment Analysis and Action Plan
Steps for Analyzing Data
Whole Class
1. Look at how the students did from highest to lowest. What are the biggest surprises?
2. Which standards are priorities? They should be standards…
a. Identified as priorities in the guide
b. That you taught
3. Within those standards, which questions did students have the hardest time with? Read the questions on
the test.
4. Identify the skills or concepts within those standards.
5. Choose two skills or concepts on which to focus.
6. What is your hypothesis about the error in their thinking? (Look at wrong answer choices. What might
students have been thinking when choosing this wrong choice?)
7. Choose two dates for re-teaching the skills or concepts.
8. Create assessment items that assess the same skills or concepts.
9. Design two lessons, each focusing on teaching one of the skills or concepts.
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Example of a Middle Level Action Plan
Target Population Spanish II Class; all 30 students
Standard
Time Frame
Evidence
Baseline
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New York State Learning Standards for Languages Other
Than English (LOTE)
SY 2012-13 (1 year)
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.
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 Districtwide diagnostic assessment.
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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.
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Action Plan Template - Math (1 of 2)
Teacher:
Jane Doe
Course:
5th Grade
Assessment:
A1 Math
Directions: Use the Summary of Analysis column in order to complete the Action Plan Template below.
WHOLE CLASS INSTRUCTION
Standard/
Skill Assessed
Add Whole
Numbers/
Operations
Specific
skill
Choosing
the correct
operation in
a word
problem
(Students
are not
completing
addition
word
problems
correctly
b/c they are
choosing
the wrong
operation.)
Plan for Post-Assessment Instruction (who and when)
#15 and #20 show 8 students who are choosing the wrong operation –
subtraction instead of addition when adding. Choosing the correct
operation would be beneficial to the whole class.
Teach: Visualizing and Sketching to choose the correct operation in
word problems on Wednesday 10/31
Teach Explicitly: one strategy for choosing the correct operation
(addition, subtraction, multiplication, division) is to visualize the situation
explained in the problem and make a quick math sketch.
Model: this strategy on the board with a word problem (target addition
1st, subtraction 2nd, multiplication 3rd, division 4th). Model think aloud
(visualizing the situation) and sketching what you see. “Did you notice
how my sketch isn’t perfect? It just shows the situation in the problem
so I know what operation to choose.”
Guided Practice: Students help you complete a word problem on the
board. “Close your eyes and visualize what is happening in this
problem.” Call on a few students to share. “Sketch what you see. Ask
yourself, do I need to add more to get the answer, take away, multiple,
or divide?” Have students share results.
Independent: Have students try out the strategy on their own with a
new question – students (1) visualize, (2) sketch, (3) write operation, (4)
do computation. Practice model/guided/independent steps 4 mornings
in a row (focus on one operation each morning).
Assessment to
Measure Outcome
At the end of four days,
students independently
complete four word
problems (all different
operations). They
must show work:
(1) visualize,
(2) sketch, (3) write
operation, (4) do
computation
Which students have
mastered strategy?
Which need additional
support? Do I need to
give them more word
problems (written in
different ways) for a
more thorough
assessment?
IA
RA
Q:
15
Q:
10
56%
69%
Q:
20
Q:
12
47%
78%
Q: 9
Q: 3
59%
68%
Q:
16
Q: 4
46%
61%
Take Instructional Action
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Action Plan Template - Math (2of 2)
SMALL GROUP INSTRUCTION
Standard/
Skill Assessed
Add Whole
Numbers
Specific
Sub-skill
Numbers written
in words
Student
Names
Joe, Steve,
Katie, Juan,
Karl
Plan for Post-Assessment Instruction
Question #3
Teach Explicitly how numeric numbers are written
in words. Start with numbers in the ones place, to
the tens, hundreds, thousands, ten-thousands, etc.
Model this process, starting with lower digits (5=
five – all the way to 34,567,004 = thirty four million
five hundred sixty seven thousand four)
Guided: Ask students to say numbers that are
presented to them numerically – teacher writes
down “word numbers” that they say
Practice: Give students “word” numbers and have
them practice writing them numerically.
Give students numeric numbers and have them
write the numbers in words.
Assessment to Measure
Outcome
Completed
By
Give students “word”
numbers and have them
practice writing them
numerically.
Nov. 25
Give students numeric
numbers and have them
write the numbers in
words.
Can they translate
numeric to alpha and
vice versa through the
billions place?
Take Instructional Action
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Action Plan Worksheet
(Complete one of these forms for each goal you have agreed to include in your action plan. Use this information to write the draft
text for your action plan. Note: This form can be used for plans to build on existing strengths as well as for addressing problems.)
Goal?
Actions. (What must be done to
achieve the goal?)
1.
2.
Justification: Why is this a goal?
3.
4.
5.
What has already been done or
is currently being done to address
the problem or achieve the goal?
What information is needed to
achieve the goal?
Time-Frame (for implementation
of each action)
Who should be responsible for
ensuring that the goal is achieved?
1.
2.
Who else needs to be involved?
3.
4.
5.
What resources are needed to
achieve the goal?
What obstacles might interfere
with the successful achievement of
this goal?
What would success in achieving the goal look like?
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_______________________SCHOOL
SUBJECT/COURSE: ________________________ SKILL AREA: __________________
ACTION PLAN FORM
Action Step
Resources
Staff
Timeline
Assessment/Outcomes
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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?
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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?
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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?
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