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2007 Guest Speaker Session for Dr. Jen York-Barr
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2007 Guest Speaker Session for Dr. Jen York-Barr

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EDPA 5374, U. Minnesota, Fall 2006 to Spring 2007, Dr. Scott McLeod

EDPA 5374, U. Minnesota, Fall 2006 to Spring 2007, Dr. Scott McLeod

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2007 Guest Speaker Session for Dr. Jen York-Barr 2007 Guest Speaker Session for Dr. Jen York-Barr Presentation Transcript

  • The importance of formative data Scott McLeod, J.D., Ph.D. University of Minnesota
    • DDDM ≠ NCLB
    • NCLB = external accountability to federal government and citizenry
    We have to stop equating these
    • DDDM ≠ NCLB
    • DDDM = getting better information into the hands of educators so that they can make good instructional decisions for the benefit of students
    We have to stop equating these
    • DDDM ≠ NCLB
    • DDDM = helping schools know whether what they are doing is working
    We have to stop equating these
    • DDDM ≠ NCLB
    • DDDM = helping schools navigate the educational change process more intelligently
    We have to stop equating these
  • What most schools are doing Good baseline data Measurable instructional goals
  • The problem with what most schools are doing Good baseline data Measurable instructional goals This is important but insufficient to drive meaningful changes in student achievement There has been too much focus on ‘big data’ and not enough on ‘little data’
  • Frequency of assessment Renaissance Learning ™ big little
  • 9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes
    • Data safety Data transparency
    • Technology Alignment for results
    Good baseline data Measurable instructional goals
  • The power of formative assessments
    • Quicker feedback to teachers
      • Not “autopsy data”
    • Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan .
      • Review of over 280 research articles
      • Effect sizes of 0.4 to 0.7  this is HUGE!
  • The power of formative assessments
    • Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued)
      • “ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made”
      • Helps low achievers more than other students
  • ‘ Little data’ is useful! CPRE
  • Formative assessments should be common
    • Typically periodic, not daily
    • Given by all teachers to all students
      • Grade level
      • Subject area
    • Formats
      • Pre-made
      • Teacher-created from item banks of questions
      • Teacher-created from self-made questions
  • The power of common assessments
    • Teachers have shared understanding and consensus agreement about what is important to teach / learn
    • Common language for discussions
  • The power of common assessments
    • Similar information for comparison
      • Reduced variability across teachers
      • Highlight strengths
      • Replication of best practice
    • More chances to make changes to benefit kids while you have them in front of you
  • Regular team meetings
    • Old model
    Topic A Topic B Topic C Topic A Topic A Topic A
    • New model
  • When teacher teams (PLCs) meet…
    • Note the expectation that teacher conversations will be rooted in data / information
    • Also the expectation that changes will be made based on the results teachers are seeing
    • “Subtle accountability,” but reporting for support and information up, not just to be held accountable
  • Statewide DDDM readiness study
    • Teachers (n = 3,135 / 11,120?) (28%?)
    • Principals (n = 791 / 1,770) (45%)
    • Superintendents (n = 202 / 351) (58%)
    • District technology coordinators (n = 139 / 351) (40%)
    • 4,267 Minnesota educators
    • Awesome!
  • Measurable instructional goals
  • Teacher teams (PLCs) that meet regularly
  • Making instructional changes
  • Data access and transparency
  • Data safety
  • Technology
  • Alignment for results
  • Leadership and support
  • Professional development
  • Beliefs
  • Technology
    • You can do data-driven decision-making without technology, but it’s awfully difficult.
    • - McLeod, 2005
  • Useful Excel skills
    • www.scottmcleod.net/yorkbarr
    • www.schooldatatutorials.org
  • Wrap-up
    • Questions / comments?
    • Thanks for the invite!
    • [email_address]