The Cure For The Common Core!Data Teams: BalancedAssessment, Collaboration,Common Instruction, andCommon Sense
NonsenseOur current system isn t one --- Martyrdom orLooking for a GeniusBad Teacher BoogeymanTeacher Problem vs. Teaching...
Good NewsMore HS students are taking college prep classes.Teacher Quality continues to improve. After more than a decade o...
4th Grade Reading:      Record Performance with Gap      Narrowing                                                        ...
4th Grade Math:      Record Performance with Gap      Narrowing                                                          9...
8th Grade Reading: Recent Gap      Narrowing for Blacks, Less for Latinos                                       300       ...
8th Grade Math:      Progress for All Groups, Some Gap      Narrowing                                                     ...
Not So Good News---Standards, Students andScrutiny  The Typical Classroom 11 of the 30 students will live in poverty 10 of...
Expectations     When we really focus on    something, we can change        it - we can fix it!
Reality-Bad NewsNo longer a job you can do by yourselfHarder StandardsHarder StudentsHarder Scrutiny
Back mapping Traditional standards started with kindergarten and then added years of work on top of those (and have focuse...
David Coleman Said Teachers must train students to be workers inthe Global Economy. It is rare in a workingenvironment tha...
Goodnight -Goodnight Moon
Unwrap the Common Core StandardsOld Standard ..RECOGNIZE main ideaspresented in textsExplain how a series of chapters, sce...
Of the 100 Students Starting   9th Grade this Fall           90 will make it to 10th grade                        81 will ...
African American and Latino                      17 Year-Olds Perform at Same Levels                      As White 13 Year...
Our Knowing Doing Gap Boatloads of schools and studies attest to the power of systems that create and maintain effective t...
Riverside Iowa Report ---Package A
How s your balance̶Data Driven or Data Dizzy?                                                19
20
Conditions & Expectations                                               District  =                                       ...
Fall/Winter DIBELS 2010-11100                           6                                   15                            ...
Our New AYP Group̶Bubble Kids
Ira Flect     Will ask himself: What     do I need to do, what do     I need to change to     make sure my students     su...
Raise Our IQ (Ira Quotient)Create a system that s a balance of good data andeffective adult responses.Small groups of teac...
What We KnowCollaborative Cultures using big and smallassessments can improve schools. Teachersshould not have to work in ...
What We Know:       It s All About TeachingThe Powerful 23/49 StatisticPrincipal Effectiveness ̶ 23%Teaching Effectiveness...
Students Who Start 2nd Grade at About                      the Same Level of Math Achievement                             ...
Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers                         ...
In Effective Schools, teaching  practice is not regarded as a matter  of individual teachers taste and  preference but a m...
In Effective Schools, everyone is ineveryone s business    My Grandma, 1997
But We Already Do This
Collective Intelligence(men̶put your cell phones down) How big is the moon? The moon is about _______miles across. How far...
Collective Intelligence How big is the moon? The moon is about 2,000 miles across. How far is it from Earth to the moon? I...
What Are Design Teams? Small grade-level or department teams that examine individual student work generated from common fo...
Design Teams What They Areand What They Aren tCan I sit in on one of your classes?Battle ships and Ice CreamFlow Charts an...
Vertical Design/Data TeamM iddle School Department Team/Small School Team                      Grade 6(K) M ath Teachers  ...
Horizontal Design/Data Team                               Elementary          Grade 3 Teacher          Grade 3 Teacher    ...
         Balanced  Assessment  Model                                                                                      ...
When your summative data comes back,uncover your success stories and honest badnews.                                      ...
Celebrate and then Collaborate!Math ComputationSocial Studies - ResourceAllocationMath Concepts & EstimationScience - Eart...
Too much to do! I can t thinkabout how to teach I have tothink about what to teach andwhen I will get it all in.Design Tea...
The Real Calendar(About 150 Days)
Bottom Line:Roughly 19 Eight-HourDaysPer SubjectPer Year
Step 1: Develop Monthly Curriculum Calendars.Make the commitment to teach some standardsat the same time.                 ...
Step 2: Develop and Administer Common Pre-Assessments.                                                         47
Testing to Prove vs.Testing to Improve --- Formative Assessmenttaken to it s Logical Conclusion is a Pre Test The true pur...
Pre Assessments  Provide Clarity and Feedback to Teachers and Students. The best operational definition of a standard are ...
Here s what s so wrong about doing what seems right-----only using Interim/Benchmark Tests (Unbalanced)
Here s what s so wrong about doing what seems right̶thisis what happens when teachers use the system they havebeen given
Tippy Toe Instruction----85% rule                                    52
Tippy Toe Instruction----85% rule                                    53
Tippy Toe Instruction----85% rule                                    54
Tippy Toe Instruction----The Rule of 85%
Step 3: Identify student barriers, strengths andinterests and develop / select appropriateinstructional strategies and les...
Step 4: Teach Using Your New and ImprovedLesson Task 1: How much to get in?                             Gator Pie Travis a...
Step 5: Administer Common Post-Assessment̶to Prove Learning and Measure Growth                                            ...
Step 6: Analyze Post-Assessment data.What s your backup plan for students who didnot master the standard?                 ...
Rinse     Lather  -­‐  Repeat                                                                                             ...
Time to Break Up     Thanks!Mike WhiteECSWhite_ecs@fuse.net
Data Teams:  Balanced Assessment, Collaboration, Common Instruction, and Common Sense
Data Teams:  Balanced Assessment, Collaboration, Common Instruction, and Common Sense
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Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense

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Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense
June 27, 9 – 11:30am, Room: Union B&C
The past two years have taught us that regardless of the economy, knowledge is a person’s most valuable asset. Teachers are more important than ever. It’s time to recognize that teachers, working together in small groups, have the capacity to raise student achievement. This workshop will demonstrate how teachers and administrators can grab this opportunity and discard much of what they do now in exchange for Balanced Assessment, Collaboration, Common Instruction, and Common Sense.
Main Presenter: Mike White, Educational Consulting Services

Published in: Education, Technology
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Data Teams: Balanced Assessment, Collaboration, Common Instruction, and Common Sense

  1. 1. The Cure For The Common Core!Data Teams: BalancedAssessment, Collaboration,Common Instruction, andCommon Sense
  2. 2. NonsenseOur current system isn t one --- Martyrdom orLooking for a GeniusBad Teacher BoogeymanTeacher Problem vs. Teaching Problem
  3. 3. Good NewsMore HS students are taking college prep classes.Teacher Quality continues to improve. After more than a decade of fairly flat achievementand stagnant or growing gaps, we appear to be turningthe corner.
  4. 4. 4th Grade Reading: Record Performance with Gap Narrowing 9 Year Olds ‒ NAEP Reading 250 240 230 Average  Scale  Score   220 210 200 190 180 170 160 African American Latino White 150 1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008*Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
  5. 5. 4th Grade Math: Record Performance with Gap Narrowing 9 Year Olds ‒ NAEP Math 250 240 230 Average  Scale  Score   220 210 200 190 180 170 160 African American Latino White 150 1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008*Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
  6. 6. 8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos 300 13 Year Olds ‒ NAEP Reading 290 280 270 Average  Scale  Score   260 250 240 230 220 210 African American Latino White 200 1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008*Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
  7. 7. 8th Grade Math: Progress for All Groups, Some Gap Narrowing 13 Year Olds ‒ NAEP Math 300 290 280 Average  Scale  Score   270 260 250 240 230 220 210 African American Latino White 200 1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008*Denotes previous assessment format NAEP 2008 Trends in Academic Progress, NCES
  8. 8. Not So Good News---Standards, Students andScrutiny The Typical Classroom 11 of the 30 students will live in poverty 10 of the students will be non-White 12 of the student s primary language will not be English (one of 150 languages spoken in the US) 6 will not be reared by their biological parents 1 will be homeless 6 will move at least 4 times before grade 7U.S. Department of Education Census Bureau
  9. 9. Expectations When we really focus on something, we can change it - we can fix it!
  10. 10. Reality-Bad NewsNo longer a job you can do by yourselfHarder StandardsHarder StudentsHarder Scrutiny
  11. 11. Back mapping Traditional standards started with kindergarten and then added years of work on top of those (and have focused heavily on existing curricula and notions of development) The common standards began with college and career readiness standards and then back mapped from there This makes these standards more challenging than past standards̶especially at the early grades
  12. 12. David Coleman Said Teachers must train students to be workers inthe Global Economy. It is rare in a workingenvironment that someone says, Johnson, Ineed a market analysis by Friday but before that Ineed a compelling account of your childhood.Translation to the classroom .
  13. 13. Goodnight -Goodnight Moon
  14. 14. Unwrap the Common Core StandardsOld Standard ..RECOGNIZE main ideaspresented in textsExplain how a series of chapters, scenes, orstanzas fits together to provide the overallstructure of a particular story, drama, or poem.Analyze how visual and multimedia elementscontribute to the meaning, tone, or beauty of a text
  15. 15. Of the 100 Students Starting 9th Grade this Fall 90 will make it to 10th grade 81 will make it to 11th grade 76 will make it to 12th grade 73 will graduate on-time 33 will graduate from collegeSource: Ed Week, EPE Research Center, Diploma Counts 2007, uses the Cumulative Promotion Index (CPI).
  16. 16. African American and Latino 17 Year-Olds Perform at Same Levels As White 13 Year-Olds 100% Percent of Students 0% 150 200 250 300 350 Average Scale Score White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds Note: Long-Term Trends NAEPSource: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
  17. 17. Our Knowing Doing Gap Boatloads of schools and studies attest to the power of systems that create and maintain effective teachers through balanced assessment and collaboration. And yet: the typical school or district improvement plan takes us in an entirely different direction.
  18. 18. Riverside Iowa Report ---Package A
  19. 19. How s your balance̶Data Driven or Data Dizzy? 19
  20. 20. 20
  21. 21. Conditions & Expectations District  =   97%   District  =  92%   District  =  93%  New data: Research shows an increase in these risk factors is associated with a decrease in student achievement .
  22. 22. Fall/Winter DIBELS 2010-11100 6 15 14 1490 26 24 26 26 29 36 23 3880 11 43 19 1870 12 18 2160 29 25 35 1150 24 Intensive Strategic40 71 74 Benchmark 67 6830 62 56 55 45 4620 39 38 3510 0 K Fall 2 Winter 3 Winter 4 Winter 5 Winter 1 Winter K Winter 1 Fall 2 Fall 3 Fall 4 Fall 5 Fall
  23. 23. Our New AYP Group̶Bubble Kids
  24. 24. Ira Flect Will ask himself: What do I need to do, what do I need to change to make sure my students succeed? Heck, It s not like I ve been saving my good lesson plans until somebody caught me!
  25. 25. Raise Our IQ (Ira Quotient)Create a system that s a balance of good data andeffective adult responses.Small groups of teachers collaborating and usingassessments and technology to improve instruction.
  26. 26. What We KnowCollaborative Cultures using big and smallassessments can improve schools. Teachersshould not have to work in isolation likeindependent contractors from the 1950 sEveryone benefits when small groups ofteachers are actively analyzing and comparingdata & practices
  27. 27. What We Know: It s All About TeachingThe Powerful 23/49 StatisticPrincipal Effectiveness ̶ 23%Teaching Effectiveness̶ 49%Economics, Ethnicity, Language ̶ 24%Teachers are The Main ThingTruth in Bumper Stickers!
  28. 28. Students Who Start 2nd Grade at About the Same Level of Math Achievement 100 Average Percentile Rank 80 55 57 60 40 20 0 Group 1 Group 2 Beginning of 3rd GradeSource: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal StudentAchievement, 1997.
  29. 29. Finish 5th Grade Math at Dramatically Different Levels Depending on the Quality of Their Teachers 100 Average Percentile Rank 77 80 55 57 60 40 27 20 0 Group 1 Assigned to Three Group 2 Assigned to Three EFFECTIVE Teachers INEFFECTIVE Teachers Beginning of 2nd Grade End of 5th GradeSource: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal StudentAchievement, 1997.
  30. 30. In Effective Schools, teaching practice is not regarded as a matter of individual teachers taste and preference but a matter for serious inquiry and discussion and common expectationsElmore in Simmons, J. (2006), Breaking Through: Transforming Urban Schools
  31. 31. In Effective Schools, everyone is ineveryone s business My Grandma, 1997
  32. 32. But We Already Do This
  33. 33. Collective Intelligence(men̶put your cell phones down) How big is the moon? The moon is about _______miles across. How far is it from Earth to the moon? It is about _________ miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about ____billion years. Our solar system was all formed at that time.
  34. 34. Collective Intelligence How big is the moon? The moon is about 2,000 miles across. How far is it from Earth to the moon? It is about 250,000 miles from Earth to the moon. How old is the moon? The moon is the same age as the Earth and the rest of the solar system ̶ about 4.5 billion years. Our solar system was all formed at that time.
  35. 35. What Are Design Teams? Small grade-level or department teams that examine individual student work generated from common formative (pre and post) assessments Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning
  36. 36. Design Teams What They Areand What They Aren tCan I sit in on one of your classes?Battle ships and Ice CreamFlow Charts and Book Clubs
  37. 37. Vertical Design/Data TeamM iddle School Department Team/Small School Team Grade 6(K) M ath Teachers Grade 7(1) M ath Teachers Grade 8 (2)M ath Teachers See page 63
  38. 38. Horizontal Design/Data Team Elementary Grade 3 Teacher Grade 3 Teacher Grade 3 TeacherSee page 63
  39. 39.          Balanced  Assessment  Model       1. Develop or Revise Monthly   Curriculum Calendars   Commit to teach the bad news   standards and the long and lingering standards at the 2. Develop and Administer6. Analyze Post-­Assessment same time   Common Pre-­Assessments data. Develop a timeline Find out what your students Plan interventions for   students who did not master   know the standard. Plan how you will tweak your   lesson for next year.   When  your  summative     data  comes  back,  uncover   your  success  stories      and  honest  bad  news.      5. Develop and Administer     3. Analyze Pre-­Assessment data Common Post-­Assessment Identify student barriers   strengths and interests Feedback for administrators, teachers and students Develop Instructional   Prove Learning Strategies and Lesson   Use data to improve instruction     4. Teach Teach Teach Teach     40
  40. 40. When your summative data comes back,uncover your success stories and honest badnews. 41
  41. 41. Celebrate and then Collaborate!Math ComputationSocial Studies - ResourceAllocationMath Concepts & EstimationScience - Earth and Space
  42. 42. Too much to do! I can t thinkabout how to teach I have tothink about what to teach andwhen I will get it all in.Design Teams Do Not AddressAll The Indicators!
  43. 43. The Real Calendar(About 150 Days)
  44. 44. Bottom Line:Roughly 19 Eight-HourDaysPer SubjectPer Year
  45. 45. Step 1: Develop Monthly Curriculum Calendars.Make the commitment to teach some standardsat the same time. 46
  46. 46. Step 2: Develop and Administer Common Pre-Assessments. 47
  47. 47. Testing to Prove vs.Testing to Improve --- Formative Assessmenttaken to it s Logical Conclusion is a Pre Test The true purpose of assessment must be, first and foremost, to improve instruction Tell us: What students know What students don t know What they want to know---- Not after instruction has started or finished̶before it has begun!
  48. 48. Pre Assessments Provide Clarity and Feedback to Teachers and Students. The best operational definition of a standard are the questions we use to assess it. Fairness̶allow us to see growth and make teacher comparison. Probably the best way to measure teaching success. 49
  49. 49. Here s what s so wrong about doing what seems right-----only using Interim/Benchmark Tests (Unbalanced)
  50. 50. Here s what s so wrong about doing what seems right̶thisis what happens when teachers use the system they havebeen given
  51. 51. Tippy Toe Instruction----85% rule 52
  52. 52. Tippy Toe Instruction----85% rule 53
  53. 53. Tippy Toe Instruction----85% rule 54
  54. 54. Tippy Toe Instruction----The Rule of 85%
  55. 55. Step 3: Identify student barriers, strengths andinterests and develop / select appropriateinstructional strategies and lesson 56
  56. 56. Step 4: Teach Using Your New and ImprovedLesson Task 1: How much to get in? Gator Pie Travis and Martin are two friends that are at the fair. Their moms gave them different amounts of Dad gave me a dollar money to spend. Travis has $6. Martin has $8. When they got to the fair, they found that it costs $1 to get in. In the boxes, draw pictures showing the part of for group 1 use fraction land flags̶grade 2 lesson $6 that Travis spent and the part of $8 that Martin spent to get in to the fair. Then write the parts as fractions. The fraction of the money Travis spent: _____________ 57
  57. 57. Step 5: Administer Common Post-Assessment̶to Prove Learning and Measure Growth 58
  58. 58. Step 6: Analyze Post-Assessment data.What s your backup plan for students who didnot master the standard? 59
  59. 59. Rinse    Lather  -­‐  Repeat       1. Develop or Revise Monthly   Curriculum Calendars   Commit to teach the bad news   standards and the long and lingering standards at the 2. Develop and Administer6. Analyze Post-­Assessment same time   Common Pre-­Assessments data. Develop a timeline Find out what your students Plan interventions for   students who did not master   know the standard. Plan how you will tweak your   lesson for next year.   When  your  summative     data  comes  back,  uncover   your  success  stories      and  honest  bad  news.      5. Develop and Administer     3. Analyze Pre-­Assessment data Common Post-­Assessment Identify student barriers   strengths and interests Feedback for administrators, teachers and students Develop Instructional   Prove Learning Strategies and Lesson   Use data to improve instruction     4. Teach Teach Teach Teach   61
  60. 60. Time to Break Up Thanks!Mike WhiteECSWhite_ecs@fuse.net

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