LET’S TALK ABOUTHOW WE’RE REALLY DOING.

NOT JUST HOW WE SEEM TO BE DOING.

WHAT DO WE KNOW FROM THE DATA?

HOW HEALTHY IS OUR READING SYSTEM?

discovery. . .

“The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”

WHY

HOW

WHAT

WHAT IS YOUR ASSESSMENT IQ?

The Health of 3rd Grade Reading in Missoula

Our ScenarioYou are the District data team. Your challenge is to use data to tell a story about the health of 3rd grade reading based on the results from MAP, MontCas, and Dibels.

Step Description TimeObserve Within your team, examine the Missoula 3rd grade reading

data. What do you see in the data? Write down your observations on chart paper (try to stay factual in your observations - stay low on the ladder!) 10 min

Prioritize Prioritize your top three observations. 5 min

The Health of 3rd Grade Reading in Missoula

Step Description TimeUsing a new piece of chart paper, list your questions. 10 min

Share Designate a spokesperson 10 min

Share your data with another group

Questions for the whole group:10 min

What questions does this data elicit?

Where would you want to start digging into the data?

WHAT DO YOU NOTICE?

WHAT DO YOU WONDER?

Observation and Ladder of Inference

What is ongoing Data?

Data that are collected on an ongoing basis AND are analyzed and used to inform future instruction as well as assess student learning.

The Dangers of Assumptions

Think about the potential implications when we assume students’ mastery of a skill or concept, when in fact they do not have a real understanding.

Now What?Looking at the results closely

What are concepts and skills with which individual students need more support?

What are the concepts and skills that you taught, or at least thought you taught, but students didn’t learn?

How can using ongoing assessment influence instructional development?

Identify A Learner-Centered Problem

53% of 3rd grade students are Benchmark on Dibels

96% of 3rd graders are proficient or advanced on MontCas reading

76% of 3rd graders are grade level on MAP reading

Identify A Problem of Practice

•What are we not doing?

•What could it be?

•What could improve learning?

Identify Possible Solutions …?

What will we see in classrooms?

Where will we look for evidence of improved student learning…?

What is “leadership”?... 3,2,1 …3 Questions:

Why? How? What?

2 Paradoxes:

Diving in/stepping back Complexity/simplicity

1 Focus

The Instructional Core

Vision HopeTrust

EnergyIdeas

VisionWhy?Picture of what it looks likeTip: It’s easy to lose the “why”—reinforce constantly;

Encourage questions

HopeThe belief that success

(attaining the vision) is possible

The belief that I’m a necessary part of the success—what I do matters

Tip: Success—talk about it, analyze it, celebrate it, experience it!

TrustRespectRelationshipsIntegrity

Tip: KNOW people

EnergyPhysicalMentalEmotionalSpiritual

Tip: It’s okay to have fun!

IdeasStretchFocus

Tip: Stretch and focus

“Be patient toward all that is unsolved in your heart and try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.”

--Rainer Maria Rilke, from Letters to a Young Poet

Change . . .

“Unless you are prepared to give up something valuable you will never be able to truly change at all because you’ll be forever in the control of things you can’t give up”.

- Andy Law Creative Company