NY State DDI Workshop

November 3, 2011

Introductions

Marc Etienne

Nate Franz

Alix Guerrier

Shannell Jackson

Liz Dozier

Theory Action

Group Norms

• Start on time

• Hands ups for questions

• Ask what’s relevant for all

• Hands up to bring folks back together

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Pct. Free-Reduced Lunch

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GRAPH

Where are you coming

in?

The Learner

The Vacationer

The Hostage

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

Creasy and Pita

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

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”

Let’s Review

• Using the “Key Take Aways” handout

1. At your table jigsaw each topic among two people,

–Individually - Jot down at least one take away from each of these activities

2. Small group/Jigs

–Discuss finding collectively and record

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

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

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

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

MONEYBALL

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?

Moneyball Trailer

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?

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

Beware of Bad Apple Syndrome

Managing Change

Change Management

What Do You Think?

1. Is change easy or hard?

2.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?

Watch Clip

What Do You Think?

1. Is change easy or hard?

2.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?

Change Management

Switch by Chip Heath

Read pages 4 - 8

Three-Part Framework

1. Direct the Rider: What looks like resistance is often a lack of clarity. Provide crystal-clear direction.

2. Motivate the Elephant: What looks like laziness is often exhaustion. Engage people’s emotional side.

3. 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.

• Driven by Data

• Pages 242-243

What to Do When There’s a “2”Core Actions to Reach DDI Proficiency

1. Read through sections on Assessments, Culture, and Analysis

2. Choose one focus area

3. Use template to reflect

4. Share feedback with a partner from your district

* 1 Required – Plan what PD you going to provide

LunchSession resumes in One hour

Welcome Back From Lunch

October Sky

• How did they turn analysis into action?

• What were the strengths and weaknesses of their strategy?

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

Action Plan Reflection

• What do you notice?

• What stands out as strengths? What stands out as weaknesses?

Process

• Individual – Read and Reflect (8 min)

• Pair – Share with a partner (4 min)

• Share with large group (8 min)

Key Insights

• Targeted/Focused

• Right-Sized

• About Instruction

• You can shape the path with templates and exemplars

Menu of Options1. Whole group re-teach

2. Short-term strategy group (e.g., two-four-day, skill-driven group)

3. Long-term strategy group (e.g., multiple weeks)

4. Individual Action Plan (Inclusion teachers only)

5. Instructional Shift (e.g., including more higher-order thinking, changing approach to vocabulary teaching, etc.)

6. Instructional Routine (e.g., 5 days of math message or slate math on PRA.1, daily fact fluency practice)

Menu of Options

• What would all of these options need to have in common?

• What’s the benefit of providing options?

Menu of Options

• Pair – Share with a partner (4 min)

• Share with large group (6 min)

Introduction to LearnZillion

• Overview

• Watch Math Lesson & Discuss

• Watch Writing Lesson & Discuss

Overview

• What is LearnZillion?

• Where did it come from?

• How can it be used?

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

Math Observation

Reflection questions

•How did the lesson address the concept (as opposed to the procedure)?

•How could I imagine myself using this?

Writing Observation

Reflection questions

•What is your reaction to the strategy modeled in the lesson?

•How could I imagine myself using this?

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1. Orientation to the site

2. Explore the site – questions

• What immediately stands out as helpful?• What questions do you have?

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ANet and LearnZillion are linked.

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It can be used in multiple

ways.

New IdeasWatch the lessons to get ideas for re-teaching

Small Group Re-TeachAssign lessons to students or groups so that they get the instruction they need

Resources to StealTake lesson plans or slides to improve your own planning

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1. How do you imagine using it?

2. What would be the biggest challenge to using it?

3. What ways are there to overcome those challenges?

Break

Preparation for Protocol

1. Read through section of “What to do when there’s a 2” on Action

2. Choose one focus area

3. Use template to reflect

4. Share/feedback with a partner from your district

* 1 Required – plan what PD you going to provide

Plan the Shift, Part 2With your team, answer the following on your

large poster paper.1. What have you been doing with DDI since the

last training?2. What have you been planning today that

clears the path?3. How are you going to motivate the elephant?

Direct the rider? Clear the path?

Final Protocol1. Presenter - shares salient aspects of their action plan (3 mins)

2. Critical Friends - Ask clarifying questions and presenter responds (2 mins)

3. Critical Friends - Discuss warm observations [presenter doesn't participate] (2 mins)

4. Critical Friends - Give cool observations [presenter doesn't participate] (2mins)

5. Critical Friends - Discuss probing/ deep questions/ next steps [presenter doesn't participate] (5 mins)

6. Presenter - responds/ reacts/ names next steps (1 min)

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.

Changes After DDI

Testimonial