Professional Documents
Culture Documents
Paul Bambrick-Santoyo
P1
90% 80%
Pct. Proficient
20%
30%
40%
50%
60%
70%
80%
90%
100%
P2
90% 80%
Pct. Proficient
20%
30%
40%
50%
60%
70%
80%
90%
100%
P3
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 Creasys attempt to help the girl (Pita)? What made Creasys analysis effective?
P5
ASSESSMENT ANALYSIS I
PART 1GLOBAL IMPRESSIONS: Global conclusions you can draw from the data:
P6
ASSESSMENT ANALYSIS II
PART 2DIG IN: Squint: Bombed questionsdid 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
P8
P9
P10
P11
2002
Grad e Pre- T est
36.6% 34.1%
40.5% 40.5%
+ 3.9 + 6.3
2003
Gr ad e Pr e- T est
31.0% 21.4%
52.4% 47.6%
+ 21.4 + 26.2
P12
Reading Language
53.7% 51.2%
29.3% 48.8%
- 24.4 - 2.4
Reading Language
40.5% 40.5%
44.2% 79.1%
+ 3.7 + 38.6
P13
P14
P15
P16
P17
95.3%
96.7%
97.4%
80.0%
60.0%
42.6%
40.0%
27.5%
20.0%
0.0%
Reading
Language
Math
P18
P19
P21
P22
P23
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
P28
1. 2. 3. 4.
50% of 20: 67% of 81: Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct? 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? 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? 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?
5.
6.
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
A. Little Red Riding Hoods journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves
P31
In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor.
P32
P33
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
ASSESSMENTS
P38
Quiz EnhancementReflection:
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
ASSESSMENTS
P40
P41
ASSESSMENTS
P42
Analysis, Revisited
Moving from the What to the Why
P43
Man on Fire:
What made Creasys analysis 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
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
P46
Based on this experience, what is important to be an effective teacher at re-teaching and achieving mastery?
P47
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 theyre taking to improve
P49
ASSESSMENTS
ANALYSIS
ACTION
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
ASSESSMENTS
ANALYSIS
ACTION
in a Data-driven CULTURE
P53
P54
P55
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)
IF GROUP IS TOO LARGE: After presenter is done, split into two groups. Youll generate more ideas and you can share your conclusions/action plans at the end.
P59
P60
P61
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results
Language Arts Mathematics % Proficient / Adv Proficient
Year Tested
GNA 2004
46.3
7.3
P62
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 Mathematics
46.3 63.2
7.3 26.3
P63
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 GNA 2006 Mathematics
46.3 63.2
7.3 26.3
73.5
73.5
P64
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results
Language Arts Year Tested GNA 2004 GNA 2005 % Proficient / Adv Proficient Mathematics % Proficient / Adv Proficient
46.3 63.2
7.3 26.3
GNA 2006
GNA 2007
73.5 80.1
73.5 81.8
P65
DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School 8th Grade GEPA Results Language Arts Year Tested GNA 2004 GNA 2005 GNA 2006 GNA 2007 Mathematics
46.3 63.2
7.3 26.3
73.5 80.1
73.5 81.8
Difference 2004-07
Newark Schools 2006 NJ Statewide 2006
+ 33.8
54.5 82.5
+ 74.5
41.5 71.3
P66
P67
P68
P69
Thurgood Marshall Academy Charter High School: Teachers & Leaders Together
P70
P71
P72
Burning Questions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo
P73
Conclusions
Data-Driven Instruction & Assessment
Paul Bambrick-Santoyo
P74