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

Continuity

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

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

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.

Agenda for Today

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?

Step 7: Acting and Assessing

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

Simultaneous Plans ACTION PLAN & PLAN TO ASSESS PROGRESS

Planning to Assess Progress Planning to collect data – Short-term – Medium-term – Long-term Setting goals – Improvement goals – Proficiency goals

© Anne E. Jones 2011 What Data Tells Me

© Anne E. Jones 2011 Percentage of students who chose: B. 43% A. 25% C. 31% [*Correct Answer] D. 1% Given: Below 70% = Not MasteredQuestion From S-CAT: Which model is shaded blue to represent ⅔ ? A B C D

© Anne E. Jones 2011 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 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:

© Anne E. Jones 2011 Student Interview A Private Universe

© Anne E. Jones 2011 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

© Anne E. Jones 2011 Part 3: Short Term Data Collection What did the data tell you? 1 1/2 miles

© Anne E. Jones 2011 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.

© Anne E. Jones 2011 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.

© Anne E. Jones 2011 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)

© Anne E. Jones 2011 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

© Anne E. Jones 2011 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

© Anne E. Jones 2011 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?

Giving and Receiving Feedback

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

Breakout Room Assignments

Step 8: Acting and Assessing

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

Key Elements of Observing Practice

Questions about Video

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

The Joy of Collaboration

Congratulations!