MikeWhiteDDDMDec1106

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Published on November 5, 2007

Author: UpBeat

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Data-Driven Decision Making:  Data-Driven Decision Making Presented by Mike White Center for Performance Assessment 513-673-5043 This Afternoon’s Products:  This Afternoon’s Products You will leave the workshop with an understanding of: Strand Analysis & Data Teams Identified Urgent Need Area(s) “Power Standards” Curriculum Maps Power Lessons Can I Really Make A Difference?:  Can I Really Make A Difference? Poverty and Ethnic Minority Enrollment % Percent of Students Proficient “Hey — It’s Just Fate — Some Kids Got It, and Some Kids Don’t — Too Bad. Poverty and Melanin Lead to Lower Achievement” Expectations :  Expectations Why are a disproportionate number of world-class soccer players born in January, February and March? Astrology is true Winter babies develop higher lung capacity Soccer parents more active in the spring and summer None of the above New York Times (May 7, 2006) It’s All About What Goes On in the Schools: People & Passion:  It’s All About What Goes On in the Schools: People & Passion The Powerful 23/49 Statistic Principal Effectiveness — 23% Teaching Qualification and Practice — 49% Economics, Ethnicity, Language — 24% People Are The Critical Variables Truth in Bumper Stickers! Passionate People Matter—A Lot!:  Passionate People Matter—A Lot! Principal’s Effectiveness and Student Passing Rates School Leadership that Works 2005 Lessons from the “90/90/90” Schools:  Lessons from the “90/90/90” Schools 90% or More Free and Reduced Lunch 90% or More Minority Enrollment 90% or More of the Students Meet or Exceed Proficiency on Independent State Tests Dispelling the Myth-Revisited www.edtrust.org Data Teams: teams—You are Not the Lone Ranger :  Data Teams: teams—You are Not the Lone Ranger Form data teams & appoint data team leaders Schedule regular data team meetings Schedule regular monthly collaborative meetings for principal and data team leaders What Are the Resources and Skills Needed for Effective Data Teams?:  What Are the Resources and Skills Needed for Effective Data Teams? Data Folders not Data Tubs Authority to react to the data and make instructional, curricular decisions Time for collaboration Creating Capacity: Form Data Teams:  Creating Capacity: Form Data Teams Elementary: Most data teams are grade level teams. All your third grade teachers might be a team, your fourth grade teachers another team…. Creating Capacity: Form Data Teams:  Creating Capacity: Form Data Teams Middle School: Two options – 1. Grade level teams – discussions focus more on specific students and academic needs not content specific 2. Vertical content departments – discussions focus more on status of student achievement in content area as well as specific and effective instructional strategies Step 1 Content Standards Report:  Step 1 Content Standards Report Best Report for Instruction Compare Strands to make a point Note number of items per Standard Designate your two lowest Strands as you “Power Standards” Number of Math Topics:  Number of Math Topics US – 78 in 180 Days Japan – 17 in 253 Days Germany – 23 in 220 Days Finding your Power Standards (Leverage):  Finding your Power Standards (Leverage) “Power” Standards Informative Text, Measurement, Resource Allocation Dinosaur Identification Halloween Pumpkins “That reminds me of a story…” Bronzed Lecture Notes Data Analysis Literary Text Step 2 Unwrap Your Power Standards:  Step 2 Unwrap Your Power Standards Before deciding when to teach decide what and how What do students need to know? What do students need to show? “Old School Biology” & “Front End Estimation Let’s try one--Geometry Unwrapping:  Unwrapping “Unwrapping” – Examining standards and related indicators to determine exactly what students need to: Know (concepts or content) Be able to do (skills) Through particular topic or context (what teachers will use to teach concepts and skills) The Reason We Create and Unwrap Power Standards:  The Reason We Create and Unwrap Power Standards The Main Thing is to Keep the Main Thing the Main Thing We have Determined What Students Need to Know and How they Need to Know it Estimation and Old School Biology We have Defined Our Destination-Our Goal Unwrapping:  Unwrapping “Unwrapping” – Examining not just the vocabulary---but also sample questions (pages 7-16) Step 3 Map your Power Standards:  Step 3 Map your Power Standards Decide when your power standards will be taught. You can’t have collaborative teaching, scoring and planning unless teachers teach these power standards at the same time! Collaboration & Transparency:  Collaboration & Transparency We need to transform teaching from Private to Public Collaborative Cultures improve schools yet it is the norm for teachers to work in isolation like independent contractors Even schools with “Professional Learning Communities” actively resist analyzing and comparing data & practices among teachers Dufour et al. 2005 Mapping also helps us Decide What to Teach Within Time Allotted:  Mapping also helps us Decide What to Teach Within Time Allotted “Given the limited time you have with your students, teaching has become more and more an issue of deciding what you won’t teach than what you will teach. You cannot do it all. You must choose the essential.” Heidi Hayes Jacobs, 1997 Pre Assessment:  Pre Assessment Where do I get questions? How long should this take? Short Cycle Assessments – easy to find! Lcoo.com, Brainchild.com, studyisland.com Examine the pre assessment data:  Examine the pre assessment data Step 1: Collect and chart data and results Teach Teach Teach:  Teach Teach Teach What weaknesses or misconceptions did you uncover Develop a teaching plan from the pre assessment data Set Proficiency Goals (80%) How about using some Power Lessons for your Power Standards? Power Lessons for your Power Standards!:  Power Lessons for your Power Standards! Engagement Feasibility Scoring Guides Writing A Passion for Learning: Engagement:  A Passion for Learning: Engagement Nobody is “Hooked on Phonics” The Con—Children who are not proficient must go back to covering the basics before they attempt the fancy stuff What fraction is larger, 4/11 or 5/13? Power Lessons/ Performance Assessments:  Power Lessons/ Performance Assessments “Create or produce descriptive writing to communicate with different audiences for a variety of purposes.” (B.4.1) “Describe and give examples of ways in which people interact with their physical environment, including use of land, location of communities, and design of shelters.” (A.4.2) Engaging Scenario: “Moving to the Wilderness”:  Engaging Scenario: “Moving to the Wilderness” Imagine that your family is moving from a large east coast city to the wilderness in the mid-1800s. You have been told that the area is full of wild animals, you will not have a house to move into, food will not be available from a general store, other people may inhabit the area, the climate could be very hot or cold, and your survival may be a daily challenge. A Menu of Tasks: Making Success Feasible for Everyone:  A Menu of Tasks: Making Success Feasible for Everyone Task 1—Create region map and write region description (knowledge) Task 2—Contrast/compare big city to wilderness region (comprehension) Task 3—Design wilderness brochure (application and synthesis) Task 4—Write “Typical Day in the Wilderness” letter (synthesis) Task Four: Write “Typical Day in the Wilderness” Letter:  Task Four: Write “Typical Day in the Wilderness” Letter Write a letter to a friend or family member telling them about a typical day in your life in the wilderness. Include as many parts of your day as you can. Be sure to use your senses as you describe the day to help the reader imagine it. Friendly Letter Guide on the Side:  Friendly Letter Guide on the Side Letter is time-sequenced Letter includes morning, afternoon, and evening activities Descriptive language includes use of all five senses Letter is between 200-250 words Letter has no spelling errors Post Testing Examine Your Data Again:  Post Testing Examine Your Data Again Step 1: Collect and chart data and results Make Sure Your Students Have Learned the Standards:  Make Sure Your Students Have Learned the Standards No More “Teach Test and Hope for the Best” Assessment for Remediation not Evaluation (Physical vs. Autopsy) Procedures to Fix “It” When Students Have Not Learned the Standard:  Procedures to Fix “It” When Students Have Not Learned the Standard When you truly want better results for students you don’t just stare at the data and display colorful charts, you are willing to do uncomfortable things—share (HH) As a Principal-- ask the uncomfortable questions and make sure things are happening and confront people who are not doing them. Do it as tactfully and painlessly as possible – but there will be a confrontation Schmoker 2006 Questions and Discussion:  Questions and Discussion Mike White, Ph.D. Center for Performance Assessment (513) 673-5043 E-Mail: white_ecs@fuse.net www.MakingStandardsWork.com

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