2. Students Monitoring Progress A Data-Based Motivation Technique

3. Rita & John Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts. John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology. ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us john.wolfe@mpls.k12.mn.us www.weteachwelearn.org http://mplsesl.wikispaces.com/Home+Page @ritaplatt

4. Relax … Everything (and more) is on The Wiki http://www.mplsesl.wikispaces.com/ The 3 C’s of PD: Collaborative, Conversational, & Continuous!

5. Questions to be Answered How are you currently using data? What is data-based motivation and how can it be implemented? How does student goal-setting fit in with data-based motivation? How does data-based motivation interact with your district’s goals and initiatives? (Why this isn’t just another thing to do…)

6. Data-Based Decision Making 1.Assess 2.Analyze results 3.Set goals for student growth- plan interventions to meet goals 4.Teach for growth toward goals 5.Reassess 6.Tweak plans Repeat Repeat Repeat Continuous Improvement Model

7. Data-Based Decision Making 1.Assess: Administer reading assessment 2.Analyze: Student is at a GE 4.3, but could easily make quick growth with targeted instruction 3.Set Goal: Progress from 4.3 to level 4.8 by the end of the second quarter 4.Plan: Small guided reading group instruction 4 times per week for 30 minutes PLUS 10 minutes of fluency practice each day 5.Implement Plan 6.Reassess: Student at Level 4.9 7.Tweak plan: Continue Continuous Improvement Model

8. Who is missing from this model?

9. What is Data-Based Motivation? Students must be INVOLVED to be motivated!

10. Daniel Pink on Motivation RSA: What Motivates Us - Dan Pink http://www.youtube.com/watch?v=Y64ms-htffE How can we apply the principles set forth in the video to teaching and learning? What does Pink tell us we need in order to be motivated?

11. Make Learning Visible! MOTIVATIONMOTIVATION Leads to Leads to… ACHIEVEMENT! Purpose  Mastery  Ownership

12. Steps for Using Data-Based Motivation Share criteria / norms with students Teach students to look at / analyze their own data Teach students to set goals and monitor progress Celebrate growth Repeat Using Data to build OWNERSHIP PURPOSE MASTERY

13. To Make Learning Visible You Must Share Data with Students http://thetalentcode.com/2012/12/11/the-most-powerful-3-letter-word-a-parent-or-teacher-can-use/ YET! Lifting the “veil of shame” with the power of “YET!”

14. Carol Dweck: Mind Set http://www.youtube.com/watch?v=ICILzbB1Obg http://www.youtube.com/watch?v=ICILzbB1Obg

15. Sharing Norms/Criteria Oral Fluency Norms Grades 3-5 GradePercentileWCPM FallWCPM Winter WCPM Spring 390 th 75 th 50 th 25 th 10 th 128 99 71 44 21 146 120 92 62 36 162 137 107 78 48 490 th 75 th 50 th 25 th 10 th 145 119 94 68 45 166 139 112 87 61 180 152 123 98 72 590 th 75 th 50 th 25 th 10 th 166 139 110 85 61 182 156 127 99 74 194 168 139 109 83 Purpose Mastery Ownership

16. Sharing Norms/Criteria Purpose Mastery Ownership

17. Sharing Norms / Criteria F & P Comprehension Conversation Thinking Within the Text –getting the literal meaning by processing –words and stated ideas Thinking Beyond the Text –getting the implied meaning and –synthesizing information Thinking About the Text –responding to the author’s craft Purpose Mastery Ownership

18. MAP Individual Student ReportRIT Targets Report

19. Can-Do Descriptors

20. Comprehension Rubrics

21. Sharing Norms / Criteria

22. Sharing Growth Data With Students Present data in easy to understand formats and using kid-friendly rubrics

23. Sharing Growth Data With Students Present data in easy to understand formats and using kid-friendly rubrics

24. Student-Managed Data-Notebooks http://www.beaumonttogetherwelead.com/data-notebooks.html http://montgomeryschoolsmd.org/info/baldrige/staff/datanotebooks.shtm

25. Make Learning Visible! MOTIVATIONMOTIVATION Leads to Leads to… ACHIEVEMENT! Purpose  Mastery  Ownership

26. Teaching Students to Analyze Data Where do I want/need to be? –Look at the Norms / Criteria Where am I now? –Look at Current Data How can I get there? –Students reflect on data What does the data tell me about my learning? How can I improve? –Students set goals for growth

27. Putting it Together Read the case study. Discuss the following with your group: 1.How does what happened in the study reflect Pink’s three points about motivation (Purpose, Ownership, & Mastery)? 2.What are 3 strategies the teacher used to implement Data-Based Motivation?

28. Make Learning Visible! MOTIVATIONMOTIVATION Leads to Leads to… ACHIEVEMENT! Purpose  Mastery  Ownership

29. Suzy is a 4th grade student who has always struggled in reading. She routinely scores in the bottom quartile of standardized tests. She has been involved in various intervention programs since 1st grade but none has had a great effect on her growth as a reader. Suzy's teacher uses biweekly fluency probes to monitor Suzy's progress. The teacher uses Accelerated Reader (AR) as a part of a Title 1 intervention. Suzy is not particularly motivated and rarely reads at home. When asked, she answers that she is not good at reading and that reading is boring. Suzy's teacher decides to implement Data-Based Motivation. She discusses with Suzy a number of points she has been making all year; that learning means improving with time, that Suzy should expect to learn and grow as a reader, and that Suzy can control her growth by working towards goals. Finally, she stresses that Suzy has the ultimate responsibility for her own learning. She shares Suzy's reading data with her and they work together to set numeric goals for growth in oral reading fluency. They also discuss the number of books Suzy has read for the independent reading program and set a goal for improvement. Together they write a plan for Suzy to reach her goals and continue to monitor for growth. Suzy's teacher celebrates every success with Suzy and encourages Suzy to share her success with others as well. As a participant in the Data-Based Motivation approach, Suzy often hears about the goals, progress, challenges, and success of other students. Suzy makes incremental growth (meeting most goals), her feelings about reading, and her sense of herself as a learner improve. Suzy and her teacher continue to set updated goals and monitor for progress.

30. Okay, we’ve got kids looking at data, now what???

31. Lesson Sequence Have students read “You Can Grow Your Intelligence” and discuss it Teach students about SMART Goals Have students practice with SMART Goals

32. Carol Dweck: You Can Grow Your Intelligence

33. Teach Students to write and identify SMART goals.

35. Share quotes about goals with student and ask them to do a “quick write” about the goal they like best. Ask them to think about whether or not the goal is “SMART”.

36. Share Sample Goals With Students I will read 5 picture books at my “just-right- level” before April 30 th. I will increase my oral reading rate from 70 WPM to 85 WPM by the end of the 2 nd quarter. I will read four books from the mystery genre by the end of the 1 st quarter. What goals would work for your students? F & P goals? MAP goals? Can-Do goals? Rubric-based goals?

37. Lesson Sequence Continued Have students write their own goals and plans to attain them. One or two is enough. Have students share their goals with a classmate who will be their “accountability buddy.” Meet with students to discuss goal-progress frequently. Do end of term “goal-checks” with students.

38. r To be effective, goals must be FRONT & CENTER! To be effective, goals must be FRONT & CENTER! To be effective, goals must be SCAFFOLDED! Goal Packets/Worksheets To be effective, goals must be SCAFFOLDED! Goal Packets/Worksheets

39. Where do We Get “Anchor Data” for Goals? F & P/DRA MAP CBM Common Tests Running Records Writing Rubrics WIDA Rubrics & Can-Do Descriptors

40. More Ideas for “Anchor Data” & Monitoring Progress Free Curriculum-Based Measures (CBM) –DIBELS, Easy CBM (QUICK, easy probes for math, fluency, and comprehension) www.easycbm.comwww.easycbm.com

41. More Ideas for “Anchor Data” & Monitoring Progress Maze Generators –http://www.interventioncentral.org/index.php/tools/193- cbm-maze-passage-generatorhttp://www.interventioncentral.org/index.php/tools/193- cbm-maze-passage-generator

42. More Ideas for “Anchor Data” & Monitoring Progress Teacher or Student Made Rubrics Computer-Adaptive Assessments (STAR, SRI) Accelerated Reader, Reading Counts, or Book Adventure –http://www.bookadventure.com/http://www.bookadventure.com/

43. A TALL Order “In engaged learning settings, students are responsible for their own learning; they take charge and are self- regulated. They define learning goals and problems that are meaningful to them; have a big picture of how specific activities relate to those goals; develop standards of excellence; and evaluate how well they have achieved their goals. They know their own strengths and weaknesses and know how to deal with them productively and constructively. Engaged learners are also able to shape and manage change. ~ North Central Regional Educational Laboratory

44. Make Learning Visible! MOTIVATIONMOTIVATION Leads to Leads to… ACHIEVEMENT! Purpose  Mastery  Ownership

45. Your Role Students’ Roles Coach Manager Mom/Dad (the “mean” kind) Professor Researcher Diagnostician Encourager LEARN

46. Possible Road Blocks Some students never seem to make growth. Kids will compare their data. Too much focus on grading, assessment, or data. Students will stress-out. Takes too much time to implement.

47. Your Turn Self Assessment -- Mark the continuums (1 = Novice -- 5 = Master) How well do you use data to inform your instruction? 1234 5 How confident / reliable are you at sharing data with students? 1234 5 How confident / reliable are you at celebrating successes with students? 1234 5 How confident / reliable are you at working with students to set individual goals? 1234 5

48. Your Turn Analyze your own data, choose two areas in need of growth and set growth goals. Return to your goals in the Fall and plan for implementation. Example: –I will increase my score from a 2 to a 4 on the self- assessment continuum for “I am confident / reliable are you at working with students to set individual goals” by the end of the first semester in the 2011/12 school year.

50. Were the Questions Answered? How are you currently using data? What is data-based motivation and how can it be implemented? How does student goal-setting fit in with data-based motivation? How does data-based motivation interact with your district’s goals and initiatives? (Why this isn’t just another thing to do…)