NY State DDI Workshop

1. NY State DDI Workshop November 3, 2011

2. Introductions Marc Etienne Nate Franz Alix Guerrier Shannell Jackson Liz Dozier

3. Theory  Action

4. Group Norms • Start on time • Hands ups for questions • Ask what’s relevant for all • Hands up to bring folks back together

5. GRAPH 100% 90% 80% 70% Pct. Proficient 60% 50% 40% 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pct. Free-Reduced Lunch

6. Where are you coming in?

7. The Learner

8. The Vacationer

9. The Hostage

10. 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

11. Creasy and Pita

12. 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

13. How Do They Connect?

14. 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”

15. Let’s Review • Using the “Key Take Aways” handout • At your table jigsaw each topic among two people, • Individually - Jot down at least one take away from each of these activities • Small group/Jigs • Discuss finding collectively and record

16. 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

17. 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

18. 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

19. 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

20. MONEYBALL

21. 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?

22. Moneyball Trailer

23. 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?

24. 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

25. Beware of Bad Apple Syndrome

26. Managing Change

27. Change Management

28. What Do You Think? 1. Is change easy or hard? • 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?

29. Watch Clip

30. What Do You Think? 1. Is change easy or hard? • 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?

31. Change Management

32. Switch by Chip Heath Read pages 4 - 8

38. Three-Part Framework • Direct the Rider: What looks like resistance is often a lack of clarity. Provide crystal-clear direction. • Motivate the Elephant: What looks like laziness is often exhaustion. Engage people’s emotional side. • 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.

39. Driven by Data • Pages 242-243

41. What to Do When There’s a “2”Core Actions to Reach DDI Proficiency • Read through sections on Assessments, Culture, and Analysis • Choose one focus area • Use template to reflect • Share feedback with a partner from your district * 1 Required – Plan what PD you going to provide

42. Lunch Session resumes in One hour

43. Welcome Back From Lunch

44. October Sky • How did they turn analysis into action? • What were the strengths and weaknesses of their strategy?

45. 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

46. Action Plan Reflection • What do you notice? • What stands out as strengths? What stands out as weaknesses?

47. Process • Individual – Read and Reflect (8 min) • Pair – Share with a partner (4 min) • Share with large group (8 min)

48. Key Insights • Targeted/Focused • Right-Sized • About Instruction • You can shape the path with templates and exemplars

49. Menu of Options • Whole group re-teach • Short-term strategy group (e.g., two-four-day, skill-driven group) • Long-term strategy group (e.g., multiple weeks) • Individual Action Plan (Inclusion teachers only) • Instructional Shift (e.g., including more higher-order thinking, changing approach to vocabulary teaching, etc.) • Instructional Routine (e.g., 5 days of math message or slate math on PRA.1, daily fact fluency practice)

50. Menu of Options • What would all of these options need to have in common? • What’s the benefit of providing options?