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

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

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

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?

51. Menu of Options Pair – Share with a partner (4 min) Share with large group (6 min)

52. Introduction to LearnZillion Overview Watch Math Lesson & Discuss Watch Writing Lesson & Discuss

53. Overview What is LearnZillion? Where did it come from? How can it be used?

54. 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

55. Math Observation Reflection questions How did the lesson address the concept (as opposed to the procedure)? How could I imagine myself using this?

56. Writing Observation Reflection questions What is your reaction to the strategy modeled in the lesson? How could I imagine myself using this?

61. Break

62. Preparation for Protocol Read through section of “What to do when there’s a 2” on Action 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

63. Plan the Shift, Part 2 With your team, answer the following on your large poster paper. What have you been doing with DDI since the last training? What have you been planning today that clears the path? How are you going to motivate the elephant? Direct the rider? Clear the path?

64. Final Protocol Presenter - shares salient aspects of their action plan (3 mins) Critical Friends - Ask clarifying questions and presenter responds (2 mins) Critical Friends - Discuss warm observations  [presenter doesn't participate] (2 mins) Critical Friends - Give cool observations [presenter doesn't participate] (2mins) Critical Friends - Discuss probing/ deep questions/ next steps [presenter doesn't participate] (5 mins) Presenter - responds/ reacts/ names next steps (1 min)

65. 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.

66. Changes After DDI

67. Testimonial