1. Good afternoon, Georgia Morse MS! Michele Davis mldavis@tie.net Log onto Google and go to Google Drive.

2. Learning Objectives * How rigor helps close achievement gaps * How Webb leveling can add rigor to deepen understanding * How to use data to drive instruction * How formative and summative assessment can track student growth Through research, engaging strategies, free technology tools, we will learn:

3. Statistics Go to: http://goo.gl/p4KUpT NoteReflections, questions, wonderings... Facts are stubborn, but statistics are more pliable. --- Mark Twain Mark Twain It is the mark of a truly intelligent person to be moved by statistics. It is the mark of a truly intelligent person to be moved by statistics. ----- George Bernard Shaw George Bernard Shaw

6. Click to go to the animated map.

8. How does the Common Core help “fix” these statistics? Be able to analyze statistics, which can be used to support or undercut almost any argument. Be able to analyze statistics, which can be used to support or undercut almost any argument. ---- Marilyn vos Savant Marilyn vos Savant

9. Achievement Gap Trend Only 15% of economically disadvantaged students scored proficient in reading over a 5 year period. SD’s scores were better than national average, but still showed a 20% gap between non-poor and poor students. Poor students still only were 28% proficient in reading. Statistics from Child Trends and American Progress research

10. Pierre School District ●All schools focused on improving student achievement and McKinley Elementary focused specifically on achievement gaps. ●Pierre school districts’ overall achievement was an increase of 9% and in math, including McKinley scores.

11. Educational Leadership describes 5 findings on schools that are closing achievement 1. Standards are the KEY---having agreed upon standards mandated throughout a school, a district, and state matters. Standards raise expectations and keep benchmarks at the forefront. 2. All students MUST have a CHALLENGING curriculum-- there’s a huge discrepancy between schools with high numbers of poor students and non-poor schools and the expectations. 3. Students NEED HELP-- more time needs to be allotted for math and reading instruction and earlier and often interventions are needed for students with learning gaps/needs. 4. Teachers MATTER…a lot-- there’s a huge discrepancy between poor and non-poor schools that have teachers with degrees in the subjects taught. 5. Assessment to match standards-- Smarter BalancED

12. Reflection--Questions, wonderings... Thinking about the statistics and looking at your notes, what does this mean to YOU? What do these statistics mean to education and particularly instruction?

13. Turn and Talk! Then watch: http://www.schooltube.com/video/5e4443162816dcbb3100/ http://www.schooltube.com/video/5e4443162816dcbb3100/

14. College and Career Readiness Anchor Standards What did we do in this activity? ●Viewed data and had to comprehend its message ●Analyzed what we thought of the data personally ●Write down the summaries of each piece of data and then wrote reflections about the data ●Summarized our views overall and shared it verbally with partners What CCR standards did we meet through this activity? → With your partner(s), choose at least 3 standards that fit this activity.

15. 5.Increase Rigor -- Schools are looking for miracles and the cure is right under their noses. Schools can do everything else in this list, including reducing class size, but if a school does not increase the rigor in instruction and learning, they are spitting in the wind. The key is recognizing the difference between hard questions and complex questions. Many teachers will tell you that they have rigorous assignments, when in reality, they do not. This one thing will make the biggest impact in not only learning, but in scores. If schools were to increase the rigor and complexity, the scores would take care of themselves.

16. How do we add rigor, then needed to standards?

24. Let’s look at the Webb documents:

25. PRACTICE WITH WEBB LEVELING

26. SCIENCE EXAMPLES ●Research and design a system to lift heavy objects using the conversion of electrical energy to mechanical energy. Build a prototype of the system using materials found in the classroom. ●Compare and contrast how an electrical motor operates to how an electrical generator operates. MUSIC EXAMPLES ●Describe differences between the Baroque and Classical periods. ●Critique, compare, and contrast pieces of music from the Baroque and Classical periods.

27. Now let’s look at several standards: CCRS--R.2---Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 11-12.RST.3---Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 7.RP.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2 /1/4 miles per hour, equivalently 2 miles per hour.

28. Take a look at questions at the end of a chapter. Analyze Webb leveling.

30. Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts. Lowest READING INDICATOR identified by DOE: What Webb level/cognitive load is the statement above? What CCR standard(s) match the statement. Turn and Talk→ Knowing the cognitive load of the above and what CCR standards match, what can we do in the classroom?

31. How to Use Data to Drive Instruction: 1. Formative assessment Checking for understanding with low-stakes assessments 2. Observations "guide on the side" role gathering data on individual students -- how well are they making sense of the content? Interacting with others? Are they struggling with a learning activity? Observation data then allow us to adjust pacing for the whole class or scaffold for those students who are still struggling. 3. Projects, Essays, and Exams Summative assessments, such as a literary analysis essay or an end-of- unit science exam, allow us to measure the growth of individual and whole- group learning.

32. Technology Tools for Formative Assessment

33. socrative.co m

34. Google Forms and Survey Monkey SURVEYS allows you to quickly create an assessment with a variety of question types: multiple choice, short answer, checkboxes, choose from a list, scale, and grid. You can deliver an assessment by sending the Form through email, sharing the link, or embedding it into a website.

36. Great literacy resources for CCSS

37. Thank you! Michele L. Davis mldavis@tie.net