NY State
DDI Workshop
November 3, 2011
Introductions
Marc Etienne
Nate Franz
Alix Guerrier
Shannell Jackson
Liz Dozier
Theory  Action
Group Norms
• Start on time
• Hands ups for questions
• Ask what’s relevant for all
• Hands up to bring folks back together
100%
90%
80%
Pct. Proficient
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
Pct. Free-Reduced Lunch
70%
80%
90%
100%
Where are
you coming
in?
The Learner
The Vacationer
The
Hostage
Today’s Objectives
• Identify/review the key principles/lessons from
Paul’s summer workshop
• Apply the key principles to our situation
(Analysis)
• Create a concrete plan (Action)
• Incorporate ideas you’ve learned throughout
the sessions into your action plan
Creasy and Pita
Key Insights
• If you’re not at the pool, you cannot do the
analysis
• Relationships matter
• Creasy went from “what” was wrong, to “why”
• The practice targeted on the exact problem
• The practice simulated the real event
• They set a specific goal that they could track
Insights Applied to Interim Assessments
• 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”
Let’s Review
• Using the “Key Take Aways” handout
1. At your table jigsaw each topic among
two people,
–Individually - Jot down at least one take
away from each of these activities
2. Small group/Jigs
–Discuss finding collectively and record
Springsteen Case Study
• Year end results are not enough
• List of standards are not enough
• Alignment means different things to
different people
• People interpret “mastery” and “rigor”
differently
Assessment Analysis Role Play
• The focus should be on what students learned, not what teachers
taught
• The conversation should center on the actual results of student
learning.
• Looking at results together creates collaboration; it’s about moving to
what to do better
• Tips for Analysis meetings
– Let the data do the talking
– Let the teacher do the talking
– Go back to the test and specific questions
– Know the data yourself
Douglas Street Case Study
• Active Leadership Team: Teacher-leader data
analysis meetings; maintain focus
• Introductory Professional Development:
What to do and how
• Calendar: Done in advance with built-in time
for assessment, analysis, and action
• Build by Borrowing: Identify and implement
best practices from high-achieving teachers
and schools
Power of the Question
• Standards are meaningless until you define how you will
assess them
• Assessments are the starting point, not the end point, of
teaching and learning
• If you don’t define the assessments first, teachers will teach
to their own level of expectations
• Curriculum maps and scope and sequences aren’t enough;
teachers need assessments to guide them as to the rigor of
their teaching
• In a multiple choice question, the options define rigor
MONEYBALL
Prompts
• What is Billy Beane doing differently than his peers?
• What are key ideas or insights that connect to the
work you are currently undertaking?
• What about his tactics make others uncomfortable?
Who is it making uncomfortable?
Moneyball Trailer
Prompts
• What is Billy Beane doing differently than his peers?
• What are key ideas or insights that connect to the
work you are currently undertaking?
• What about his tactics make others uncomfortable?
Who is it making uncomfortable?
Objectives
• Identify the key principles/lessons from Paul’s
summer workshop
• Apply the key principles to our situation
(Analysis)
• Create a concrete plan (Action)
• Incorporate ideas you’ve learned throughout
the sessions into your action plan
Beware of Bad Apple Syndrome
Managing
Change
Change
Management
What Do You Think?
1. Is change easy or hard?
2. What’s the 2nd biggest life change that
Americans reported on a recent survey?
Would you guess people resisted this
change or volunteered for it?
Watch Clip
What Do You Think?
1. Is change easy or hard?
2. What’s the 2nd biggest life change that
Americans reported on a recent survey?
Would you guess people resisted this
change or volunteered for it?
Change
Management
Switch by Chip Heath
Read pages 4 - 8
Three-Part Framework
1. Direct the Rider: What looks like resistance is
often a lack of clarity. Provide crystal-clear
direction.
2. Motivate the Elephant: What looks like
laziness is often exhaustion. Engage people’s
emotional side.
3. Shape the Path: What looks like a people
problem is often a situation problem. When
you shape the situation or “path” you makes
change more likely.
• Driven by Data
• Pages 242-243
What to Do When There’s a “2”
Core Actions to Reach DDI Proficiency
1. Read through sections on Assessments, Culture,
and Analysis
2. Choose one focus area
3. Use template to reflect
4. Share feedback with a partner from your district
* 1 Required – Plan what PD you going to provide
Lunch
Session resumes in One hour
Welcome Back From Lunch
October Sky
• How did they turn analysis into action?
• What were the strengths and
weaknesses of their strategy?
October Sky Key Insights
• You need to be relentless
• Teams > individual
• Find expertise wherever you can; build on
what is already known
• Isolating the problem helps you take the
right action
• Keep testing your hypothesis
Action Plan Reflection
• What do you notice?
• What stands out as strengths? What
stands out as weaknesses?
Process
• Individual – Read and Reflect (8 min)
• Pair – Share with a partner (4 min)
• Share with large group (8 min)
Key Insights
• Targeted/Focused
• Right-Sized
• About Instruction
• You can shape the path with templates
and exemplars
Menu of Options
1. Whole group re-teach
2. Short-term strategy group (e.g., two-four-day, skilldriven group)
3. Long-term strategy group (e.g., multiple weeks)
4. Individual Action Plan (Inclusion teachers only)
5. Instructional Shift (e.g., including more higher-order
thinking, changing approach to vocabulary teaching,
etc.)
6. Instructional Routine (e.g., 5 days of math message
or slate math on PRA.1, daily fact fluency practice)
Menu of Options
• What would all of these options need to
have in common?
• What’s the benefit of providing options?
Menu of Options
• Pair – Share with a partner (4 min)
• Share with large group (6 min)
Introduction to LearnZillion
• Overview
• Watch Math Lesson & Discuss
• Watch Writing Lesson & Discuss
Overview
• What is LearnZillion?
• Where did it come from?
• How can it be used?
Watch & Discuss
• Watch a sample and reflect on prompts –
6 minutes
• Share in groups of 2-3 – 4 minutes
• Share with larger group – 6 minutes
Math Observation
Reflection questions
• How did the lesson address the concept
(as opposed to the procedure)?
• How could I imagine myself using this?
Writing Observation
Reflection questions
• What is your reaction to the strategy
modeled in the lesson?
• How could I imagine myself using this?
1. Orientation to the site
2. Explore the site – questions
• What immediately stands out as helpful?
• What questions do you have?
57
ANet and
LearnZillion
are linked.
58
New Ideas
Watch the lessons to get ideas for reteaching
Resources to Steal
Take lesson plans or slides to improve
your own planning
Small Group Re-Teach
Assign lessons to students or groups so
that they get the instruction they need
59
It can be
used in
multiple
ways.
1. How do you imagine using it?
2. What would be the biggest challenge to using it?
3. What ways are there to overcome those
challenges?
60
Break
Preparation for Protocol
1. Read through section of “What to do when
there’s a 2” on Action
2. Choose one focus area
3. Use template to reflect
4. Share/feedback with a partner from your
district
* 1 Required – plan what PD you going to provide
Plan the Shift, Part 2
With your team, answer the following on your
large poster paper.
1. What have you been doing with DDI since the
last training?
2. What have you been planning today that
clears the path?
3. How are you going to motivate the elephant?
Direct the rider? Clear the path?
Final Protocol
1.
Presenter - shares salient aspects of their action plan (3 mins)
2.
Critical Friends - Ask clarifying questions and presenter
responds (2 mins)
3.
Critical Friends - Discuss warm observations [presenter doesn't
participate] (2 mins)
4.
Critical Friends - Give cool observations [presenter doesn't
participate] (2mins)
5.
Critical Friends - Discuss probing/ deep questions/ next steps
[presenter doesn't participate] (5 mins)
6.
Presenter - responds/ reacts/ names next steps (1 min)
Stockdale Paradox
A key psychology for leading from good to
great is the Stockdale Paradox:
Retain absolute faith that you can and will
prevail in the end, regardless of the
difficulties, AND at the same time confront
the most brutal facts of your current reality,
whatever they may be.
Changes After DDI
Testimonial