A310-G ACT: Planning to Assess Progress & Acting and Assessing Friday January 14, 2011

1. A310-G ACT: Planning to Assess Progress & Acting and Assessing Friday January 14, 2011

2. Continuity

3. Learning Objective Understand strategies for building continuity between meetings. adult learning experiences

4. What strategies have we used? • Pair share (2 minutes)

5. Objectives for Today • Understand strategies for building continuity between adult learning experiences. • Understand how to use a range of data sources to keep track of changes in student learning. • Understand the importance of supporting and celebrating adult learning.

6. Agenda for Today

7. Norms Revisited • What do our norms look like and sound like when we are following them? • How do we handle it when our norms are breached? • What would our next level of work around norms be?

8. Step 7: Acting and Assessing

9. Learning Objective Understand how to use a range of data sources to keep track of changes in student learning.

10. Simultaneous Plans ACTION PLAN & PLAN TO ASSESS PROGRESS

11. Planning to Assess Progress • Planning to collect data • Short-term • Medium-term • Long-term • Setting goals • Improvement goals • Proficiency goals

12. What Data Tells Me

13. Question From S-CAT: Given: Below 70% = Not Mastered Which model is shaded blue to represent ⅔? A Percentage of students who chose: A. 25% B B. 43% C. 31% [*Correct Answer] C D. 1% D

14. Problem Given: ½ + ⅓ = ? Child A: 2/5 “I added the numerators first and got 2 and then the denominators and got 5. That gave me 2/5.” Child B: 2/5 “First I changed ½ to 2.1 and then I changed 1/3 to 3.1. Then I added 2.1 + 3.1 and got 5.2. Then I changed this back to a fraction—2/5.” Child C: About 3/4 “Well, I don’t know how to add the fractions. But I thought about how big the two fractions are. I imagined a pizza and what ½ and 1/3 of it would look like. It just seemed like if you added ½ a pizza and 1/3 of a pizza you’d get about ¾ of a pizza. I don’t know if it’s right, it’s just kind of an estimate.” From: http://www.uwlax.edu/sotl/tutorial/designingaresearchplan.htm

15. Student Interview A Private Universe http://www.learner.org/resources/series28.html#jump1

16. What will the data tell you? • Word Problem • If it took Dan ½ hour to walk 1 mile to the store at a constant speed, how fast was he walking? • Solve and show your work. 1 1/2 miles

17. Part 3: Short Term Data Collection What did the data tell you? 1 1/2 miles

18. What will the data tell you? • Word Problem • If it took Dan ½ hour to walk 1 mile to the store at a constant speed, how fast was he walking? • How did you approach this problem? I read it first, then saw 1/2 and 1 so I added those together to get how fast he was walking.

19. Part 3: Short Term Data Collection • What did the data tell you? I read it first, then saw 1/2 and 1 so I added those together to get how fast he was walking.

20. What will the data tell you? • Word Problem • If it took Dan ½ hour to walk 1 mile to the store at a constant speed, how fast was he walking? Solve and show your work. • Teacher’s Question: I asked Michael to talk through a word problem in the text that asked him to solve for the rate given the distance and the time. (Data Wise, 2006, p. 142)

21. Part 3: Short Term Data Collection Michael seemed uncertain and said he would need to know how fast the guy was going. He asked if it was supposed to be in miles. I said, “What do you think?” He stalled, and I asked if there was a formula he might apply. Then a light bulb went on, and he recalled the formula (rate)(time) = (distance). At this point, he plugged in the numbers correctly and solved for the rate. Data Wise, 2006, p. 142

22. What did the data tell you? Michael seemed uncertain and said he would need to know how fast the guy was going. He asked if it was supposed to be in miles. I said, “What do you think?” He stalled, and I asked if there was a formula he might apply. Then a light bulb went on, and he recalled the formula (rate)(time) = (distance). At this point, he plugged in the numbers correctly and solved for the rate. Data Wise, 2006, p. 142

23. What does the data tell you? Clarify – “What do we want to learn?” Anticipate - “What will the data you?” Learn – “What did the data tell you?

24. Giving and Receiving Feedback

25. Learning Objective Understand the importance of supporting and celebrating adult learning.

26. Breakout Room Assignments

27. Step 8: Acting and Assessing

28. Learning Objective Understand the importance of supporting and celebrating adult learning.

29. Key Elements of Observing Practice

30. Questions about Video

31. Objective for the Week Revisited Learn how to use the Data Wise Improvement Process and the ACE Habits of Mind to lead educators in using data to improve teaching and learning

32. The Joy of Collaboration

33. Congratulations!