10%

10%

20%

30%

40%

50%

60%

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90%

100%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Pct. Free-Reduced Lunch

Pct.

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tNY State Public School ELA 4th Performance vs. Free-Reduced Rates

NJASK 8—DOWNTOWN MS LITERACY

NJASK 8—DOWNTOWN MS MATH

North Star Middle Schools: Setting the Standard

North Star Elementary: Exploding Expectations

Reading Language Math0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

27.5%

42.6%

29.3%

95.3% 96.7% 97.4%

2008-09 TerraNova Exam: Kindergarten--Median National Percentile

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Ft. Worthington: Turnaround Through Transparency

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTSANALYSIS

ACTIONin a Data-driven CULTURE

THE FOUR KEYS:

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.

ASSESSMENT BIG IDEAS:

PRINCIPLES FOR EFFECTIVE ASSESSMENTS:

1. COMMON INTERIM:• At least quarterly• Common across all teachers of the same grade level

2. DEFINE THE STANDARDS—ALIGNED TO:• To state test (format, content, & length)• To instructional sequence (curriculum)• To college-ready expectations

ASSESSMENTS:

REASSESSES:• Standards that appear on the first interim assessment

appear again on subsequent interim assessments

WRONG ANSWERS: • Illuminate misunderstanding

TRANSPARENT:• Teachers see the assessments in advance

ASSESSMENTS:

DATA-DRIVEN INSTRUCTION AT ITS ESSENCE:

ASSESSMENTS (Interim, Aligned, Reassess, Transparent)

ANALYSIS

ACTION

in a Data-driven CULTURE

THE FOUR KEYS:

Analysis, Revisited

Moving from the “What” to the “Why”

• IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround

• BOTTOM LINE: Includes analysis at question level, standards level and overall—how well did the students do as a whole

• TEST-IN-HAND analysis: Teacher & instructional leader together

• TEACHER-OWNED analysis

• DEEP: Moves beyond “what” to “why”

ANALYSIS:

• Do teachers see the assessment in advance? (TRANSPARENCY)

• Do you train teachers in analysis strategies? (PROF DEVT, DEEP)

• Do they fill out an analysis sheet? Do they answer the fundamental question: WHY the students did not learn it? (TEACHER-OWNED, DEEP)

• Do they have to fill out an action plan? Do you model how to fill out an action plan using these analysis questions? (ACTION PLAN, ACCOUNTABILITY)

PRECURSORS TO EFFECTIVE ANALYSIS MTGS

Running Effective Analysis Meetings

HELPFUL STARTERS FOR ANALYSIS MEETINGS:• “So…what’s the data telling you?”• “Congratulations on the improvement from last time in x

area! You must be really proud of their growth here.”• “So the _____ [paraphrase their frustration: the test was

hard, the students were difficult, etc.]? I’m sorry to hear that. So where should we begin with our action plan moving forward?”

ANALYSIS MEETING HELPFUL PHRASES:

DATA-FOCUSING FOR ANALYSIS MEETINGS:• “So let’s look at question 18…..Why do you think they got it

wrong?”• “You know, I thought it might be a silly mistake, but what

surprised me is that they did really well on questions x & y. Why do you think they did so well on these questions and yet not on your original question?”

• “Let’s look at question 11. What did the students need to be able to do to answer that question effectively? Is this more than they are able to do with you in your class?”

• [When new ideas occur or deeper analysis is done at the meeting than what teacher did previously] “So let’s re-visit the action plan you created and see how we can incorporate these additional ideas.”

ANALYSIS MEETING HELPFUL PHRASES:

a.Find an area to celebrate with the teacher. Be as specific as possibleb.Select a standard or concept where students are not showing mastery. Answer the questions in the data analysis template supporting your answers with specific data and test questions.c.Role play: 1 school leader, 1-2 teachers, 1 observer for feedback

ASSESSMENTS (Aligned, Interim, Reassess, Transparent)

ANALYSIS(Quick, Bottom line, Teacher-owned, Test-in-hand, Deep)

ACTION

in a Data-driven CULTURE(Vision, Leadership, Calendar, PD)

THE FOUR KEYS: