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EBailey, Education Connection 2
Objectives:Participants will…
• Understand how the data team model works• Understand the connection between adult
actions and student outcomes
• Seek a change in professional practice to enhance student achievement
EBailey, Education Connection 3
Let’s get thinking…
• What are the characteristics of effective collaboration?
• What are the products that result from effective collaboration?
Collaborate… co+ labor
Adapted from ALareau
EBailey, Education Connection 4
The Leadership & Learning Center Matrix (Reeves)
Effects/Results (stud.out.)
LuckyHigh results, low understanding of antecedentsReplication of success unlikely
LeadingHigh results, high understanding of antecedentsReplication of success likely
LosingLow results, low understanding of antecedentsReplication of failure likely
LearningLow results, high understanding of antecedentsReplication of mistakes unlikely
Antecedents/Cause Data (Adult Actions)
EBailey, Education Connection 5
Principles of the Matrix
1. Student outcomes are a direct result of the actions of the adults.
2. If we get the adult actions right, the student outcomes will follow.
3. Collect more data on adult actions.4. If the adult action doesn’t result in improved
student outcomes, stop doing it. 5. If the adult action results in improved student
outcomes, continue it and make it better.
EBailey, Education Connection 6
A quick word on ROLES, NORMS AND AGENDAS
• Take a look at the models provided
• Discuss with a partner or group• Ask questions!
EBailey, Education Connection 7
The Teaching Centered way…Determine the
school-wide concern
Identify the Problem(s) of
Practice
Develop and Implement a
Plan of Action
Define measures of
improvement
Monitor impact of Adult
Actions
EBailey, Education Connection 8
Aligning to benefit teaching practice and student achievement
Identify the problem of practice through student work analysis
Brainstorm and select instructional strategies which will impact the Problem of Practice
Develop a plan of action and define measures of
ImprovementCollect and chart data and
set a SMART goal
Monitor impact of Adult Actions
Celebrate successes
EBailey, Education Connection 9
Learner Centered Problem
• a problem of understanding or skill that underlies student performance on assessments.
• The problem is about LEARNING not that the learners are the problem.
• This is about a problem experienced by many students and if solved, would help meet your larger goals for students.
( A. Lareau adapted from Data Wise Murnane et.al. 2010)
EBailey, Education Connection 10
Problem of Practice
• an expression of the student learning problem and the teaching related to that problem, and is an integration of analysis of both assessment and instructional data.
• The problem of practice should– Include learning and teaching– Be specific and fine grained– Be a problem within the school’s control– Be a problem that if solved will mean progress toward
some larger goal( A. Lareau adapted from Data Wise Murnane et.al. 2010)
EBailey, Education Connection 11
What do we want our students to…
• Know?
• Understand?
• Be able to do?
12
KUDsKNOW
• Facts• Vocabulary• Dates• Places• Names
Carol Tomlinson
UNDERSTAND• Concepts• Macro-Concepts• Principles• Content-Specific laws• Statements of Truth
DO• Discipline-Specific Skills• Thinking Skills• Planning Skills• Collaboration Skills
EBailey, Education Connection
Sample ELA/Literacy CCSS
CCSS.2.R.L.2 • Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
13
KNOW• Prior
knowledge
UNDERSTAND• nouns
DO• verbs
EBailey, Education Connection
Sample Math CCSS
CCSS.2.MD.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
14
KNOW UNDERSTAND DO
EBailey, Education Connection
15
KUDsKNOW UNDERSTAND DO
EBailey, Education Connection
Unwrapping Standards vs Identifying KUDs
Unwrapping Standards• Usually done by central
office personnel/SDE• Identifies “big ideas”
essential questions, and concepts, by grade level
• May be accompanied by the development of common assessments
16
Identifying KUDs• Completed by classroom
teacher (s) of a targeted unit• The process may capitalize on
the essential questions and large conceptual understandings completed by central office/SDE
• Takes a “finer-grain” approach to identifying what students should know, understand and be able to do at the completion of a unit
EBailey, Education Connection
17
Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition ExamplesKnow Most often
represented in bullet form:• Facts• Dates• Definitions• Rules• Names of people• Places
• There are 50 states.• Thomas Jefferson• 1492• The Continental
Divide• Multiplication tables• Rules of soccer• Primary colors
EBailey, Education Connection
18
Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition Examples
Under-stand
Best stated “I want students to understand THAT..”• Big Ideas• Essential
Understandings• Principles• The “point” of a
discipline
• Multiplication is another way to do addition.
• People migrate to meet basic needs.
• System parts are interdependent.
• Writers use tools to shape their craft.
EBailey, Education Connection
19
Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition ExamplesDo The skills of a
discipline, including:• Basic skills• Communication• Thinking
(analytical, critical, creative)
• Planning• Evaluating
• Analyze a text for meaning
• Solve a problem to find perimeter
• Write a well-supported argument
• Contribute to the success of a group
• Sort buttons into two piles
EBailey, Education Connection
EBailey, Education Connection 20
Creating a Common Assessment
• Take a look at the sheet provided• Let’s look at a few examples of Common
Assessments (pre/ post)• What’s a summative? a benchmark?
EBailey, Education Connection 21
Looking at Student Work (LASW)The Collaborative Assessment
Conference
• Getting started• Describing the work• Asking questions about the work• Speculating about what the student is
working on• Hearing from the presenting teacher• Discussing implications for teaching
and learning• Reflecting on CAC• Thank the presenting teacher
EBailey, Education Connection 22
Research Based Instructional Strategies• Identifying Similarities and Differences• Summarizing and Note taking• Reinforcing Effort and Providing Recognition• Homework and Practice• Nonlinguistic Representations• Cooperative Learning• Setting Objectives and Providing Feedback• Generating and Testing Hypotheses• Cues, Questions, and Advance Organizers• Nonfiction Writing• CRISS strategies
EBailey, Education Connection 23
Evidence of Instructional Strategy Implementation
Student performance
Strategy implemented
What adults are doing (audible and observable)
What students are producing
What classroom formative assessments indicate. Describe how student work is improving
Goal
Proficient
Far to go
In need of extensive support
EBailey, Education Connection 24
Where do we start?1. Creating a Common Assessment and Analyzing Student work using the Collaborative Assessment Conference Protocol
2. Collect evidence of Instructional Strategy Implementation
EBailey, Education Connection 25
Questions?
• Next up,–Goal upon returning to school, set up roles and
norms. Focus on analyzing student work and collecting evidence of instructional strategy implementation
– CHECKING in at Forbes on 12/12, Vogel Wetmore on 12/14 and Southwest on 12/16
– ALWAYS available for questions or help via email or phone
• [email protected]• 860-567-0863 x223