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 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:
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 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

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

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 PreTest

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 8DOWNTOWN MS LITERACY

P15

NJASK 8DOWNTOWN MS MATH

P16

North Star Middle Schools: Setting the Standard

P17

North Star Elementary: Exploding Expectations

P18

HIGH SCHOOL HSPAENGLISH

Comparative Data from 2008 HSPA

Exam

P19

HIGH SCHOOL HSPAMATH

Comparative Data from 2008 HSPA Exam

P20

NEW JERSEY HSPAENGLISH PROFICIENCY

P21

NEW JERSEY HSPAMATH 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 orP29
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 QUESTIONREADING:

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 Hoods adventures with a wolf
A wolf in the forest

3. This story is mostly about:

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

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 QUESTIONGRAMMAR/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 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

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 Creasys analysis effective?
After a solid analysis, what made Creasys 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. Hollands Opus:

What made the difference? How did Lou Russ finally learn to
play the drum?
What changed Mr. Hollands 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 theyre 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 dont have an idea, say Pass.
No judgments should be made; if you like the idea, when its
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 minutesilent personal/individual reflection on the list: what
is doable and what isnt 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 doesnt 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 teachID who will do each task.
Spend remaining time developing concrete elements of lesson
plan:
Do Nows
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. Whats 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. Thats where the change will begin!
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

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

Language Arts

Mathematics

%Proficient/Adv
Proficient

%Proficient/Adv
Proficient

GNA 2004

46.3

7.3

GNA 2005

63.2

26.3

Year Tested

P63

DATA-DRIVEN RESULTS:
Greater Newark Academy Charter School
8th Grade GEPA Results

Language Arts

Mathematics

%Proficient/Adv
Proficient

%Proficient/Adv
Proficient

GNA 2004

46.3

7.3

GNA 2005

63.2

26.3

GNA 2006

73.5

73.5

Year Tested

P64

DATA-DRIVEN RESULTS:

Greater Newark Academy Charter School

8th Grade GEPA Results

Language Arts

Mathematics

%Proficient/Adv
Proficient

%Proficient/Adv
Proficient

GNA 2004

46.3

7.3

GNA 2005

63.2

26.3

GNA 2006

73.5

73.5

GNA 2007

80.1

81.8

Year Tested

P65

DATA-DRIVEN RESULTS:

Greater Newark Academy Charter School

8th Grade GEPA Results

Language Arts

Mathematics

%Proficient/Adv
Proficient

%Proficient/Adv
Proficient

GNA 2004

46.3

7.3

GNA 2005

63.2

26.3

GNA 2006

73.5

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

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 didnt 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 students 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