Data Driven Instruction & School-Based Inquiry

1. Data Driven Instruction & School-Based Inquiry What we know to this point…

2. Three Big Ideas What does RTTT say about data and inquiry? What are the essential components of leading data driven instruction (DDI)? What are some pitfalls to avoid when leading data driven instruction?

3. What does RTTT say? Educators will work together in inquiry teams within each school, communicate through the instructional reporting system, diagnose problems at all levels of the school and examine and implement best practices to solve them, and evaluate and share results system-wide (p. 126, referring to statewide data reporting system).

4. What does RTTT say? School-based inquiry teams analyze data for target groups of students that share common learning challenges (e.g., fifth grade ELL boys in math), investigate the root causes and skill gaps, use research-based instructional strategies to address the weaknesses at the skill level, and continually evaluate the strategies being used (p. 51, footnote referring to NYC model).

5. What does RTTT say? The design is a sustainable model driven by data and evidence that emphasizes both principal leadership and teacher cooperation. It makes time for teachers to work actively together—using the data, analyzing the results, and making and evaluating adjustments in their instruction as needed (p. 137-138, describing NYC model).

6. What does RTTT say? Each inquiry team will consist of teachers who face common challenges in student achievement (e.g., poor performance in 3rd grade math) (p. 142).

7. What does RTTT say? All school districts and schools will be required to participate in the instructional improvement system. Each LEA will provide 90 minutes of weekly collaborative time for teachers and leaders to participate in school-based inquiry teams. The Board of Regents will consider this requirement in 2011, to begin by October 2012… (p. 144).

8. School PD Recommendations NYSED Document: Recommendations for School-Level Network Team PD Common Core & Inquiry/ DDI, June 15, 2011 August – October 2011 Defining Data Driven Instruction and School Based Inquiry so that efforts can be focused on high leverage strategies Collaboratively & accurately diagnose school capacity for implementing the Inquiry/ DDI model based on the DDI key drivers Build and/or identify high quality assessment tools to use in the classroom Develop an implementation plan for data driven instruction that is tailored to the specific needs of schools and/or districts Diagnose the quality of each school’s implementation of data driven instruction against the key drivers Support the ongoing development of data driven cultures in teams of teachers and school leadership teams

9. School PD Recommendations NYSED Document: Recommendations for School-Level Network Team PD Common Core & Inquiry/ DDI, June 15, 2011 October – May 2012 Linking Instruction and follow‐up with analysis and action planning Align instructional practices, assessments, and analysis to the rigor of the Common Core standards Support and/ or lead effective analysis meetings with teachers that increase student learning Monitor Progress on Action Plans and determine mid‐course corrections in each school

10. Driven by Data • Paul Bambrick-Santoyo • 4 Key Areas of Focus • 5 Key Drivers per Area • 8 Mistakes that Matter

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

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

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

14. Data Driven Instruction Assessment Analysis Action Data Driven Culture Paul Bambrick_Santoyo, 2010

15. Unpacking DDI • Assessment (3-5) • Analysis (37-40) • Action (70-72) • Culture (105-109) What essential understandings are highlighted in your section? How does the story in your section illustrate the key drivers from the rubric? Paul Bambrick_Santoyo, 2010

16. Assessments Common Interim Assessments Transparent Starting Point Aligned to State Tests and College Readiness Aligned to Instructional Sequence Re-Assessed Paul Bambrick_Santoyo, 2010

17. Analysis Immediate Turnaround Data Reports Teacher-Owned Analysis Test-In-Hand Analysis Deep Analysis Paul Bambrick_Santoyo, 2010

18. Action Planning Implementation Ongoing Assessment Accountability Engaged Students Paul Bambrick_Santoyo, 2010

19. Data Driven Culture Highly Active Leadership Team Introductory Professional Development Implementation Calendar Ongoing Professional Development Build by Borrowing Paul Bambrick_Santoyo, 2010

20. 8 Mistakes that Matter Inferior Interim Assessments Secretive Interim Assessments Infrequent Assessments Curriculum-Assessment Disconnect Delayed Results Separation of Teaching and Analysis Ineffective Follow-Up Not Making Time for Data Paul Bambrick_Santoyo, 2010

21. Data Driven Instruction & School-Based Inquiry NYS Assessments NYS Assessments Interim Assessments Interim Assessments Interim Assessments Formative Assessments

22. Assessment Cycle

23. Recommended Resources Driven by Data: A Practical Guide to Improve Instructionby Paul Bambrick-Santoyo, 2010 Children First Intensive Inquiry Team Handbook by NYC Department of Education, 2008 The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, 2008

24. Data Driven Instruction & School-Based Inquiry More information to come on: www.engageny.org www.caboces.org/iss/rttt