Tag Archives: Data

State of the Humanities (End of Quarter 3)

Hey folks!

As we dive into the final Quarter of the year, it’s important that we take stock of the huge progress we have made, but also how much further we need to take our students while we still have time with them. Every quarter, I resort to the following information to help me define our cohort and student trends:

  • Classroom observations from me and your TLD Coach (aligned to Engagement with Rigorous Content and Culture of Achievement).
  • Student achievement data that you share with us.
  • Your responses on professional development exit forms.
  • Your First Eight Weeks and Mid-Year Survey responses.
  • Feedback from our Humanities Leaders.
  • Feedback from you at our Humanities Leader Summit and through our Quarterly PD Survey.
  • Anecdotal and qualitative data such as student work, responses in professional development experiences, and so on.
  • Much more!

These data points provide a fairly holistic picture of where our cohort is in regards to our Vision for the Humanities in Mississippi, specifically in relation to our four outcomes of academic achievement, critical consciousness, cultural competency, and student leadership. So what does this data tell us?

(Note: I’ve taken some of the language about these metrics from Ethan’s great post to the Math cohort – which, in turn, he credited to me! Anyway, if you haven’t taken a look at the Culture of Achievement and Engagement with Rigorous Content frameworks in a while, definitely take a quick look right now – some of the titles like “engaged and on-task,” “apathetic or unruly,” “passive and confused” and so on can actually be misnomers if they are read without the context of how the framework describes these bands).

Data Point #1: Sharing Data – Progress Known, %Benchmark Achieved, and Students

PK and %BA

  • What is Progress Known (PK)?

PK is basically a “Yes” or “No” answer to the question: “do we have reliable and complete data on where students stand in this classroom?” Since %BA (see below) cannot be calculated if we do not have this data, PK is incredibly important as a foundational piece of information.

  • What is %Benchmark Achieved (%BA)?

%BA is the percent of progress that students have made in relation to their quantitative goals for this time of year. This is calculated based on the data that you submit, and the strength of student performance that it represents. Basically, we would like students to be at 75% BA at this point in the year, since we are 3/4 of the way through the year.

  • How do you collect reliable and complete data?

The reliable and complete data comes from you teachers sharing it with your TLD Coach and/or Content Specialist. As long as you have data for student progress on ALL your Metrics , and you have shared a reliable assessment with us, then your students are PK!

  • What does this data tell us?

For the first time all year, during Quarter 3, we started to have a valid quantity of data to analyze! Now that over 80% of our classrooms are assessing students holistically and sharing that data, we can now start to really look at the progress our students are making. I thank ALL of you for prioritizing this in the past quarter, and ensuring that we have valid data to look at together and make decisions from. I believe a huge part of us seeing this result is that we are all committed to the value of our vision for the Humanities. That said, I also know that we also struggle with some of the rubric-rated data that we collect (DBQs, projects, performances, etc) both because it sometimes feels tough to assess, but also because it can seem subjective. I want to encourage us all to work together more to collaboratively norm on these and brainstorm the best ways to share that progress with our students. Sharing rubric data actually means that we are bringing subtlety and complexity to what it means to be a successful artist, musician, language speaker, etc. so this can be a key lever in us gathering our students’ investment in our contents. Ultimately, I think this is where we are struggling (and which is visible in our low %BA): getting students feeling urgent about the content! A big part of that will be in sharing our data with them more effectively.

Data Point #2: Culture of Achievement

CoA

  • What is Culture of Achievement (CoA)?

CoA is the quality of the classroom culture that your students enjoy as they are learning. Some people think immediately about “management” but CoA goes well beyond that: it’s the way in which your students actively maintain and foster a positive environment because of the way they care about their learning.

  • How do you collect data around CoA?

CoA is determined by the TLD Coach in collaboration with your thinking after an observation, using the Culture of Achievement Pathways rubric to inform our terminology. This then gets collected in our Program Tracker so we can analyze the data at different levels.

  • What does the CoA data tell us?

As you can see in the above, our students are definitely experiencing more positive classroom environments (including some Joyful and Urgent ones!), but by and large this is a priority in which our classrooms are stagnating. Like at the beginning of the quarter, we are still seeing well over half of our students in classroom environments that are in the lower end of the spectrum, and thus less conducive to learning. This is consistent with the year-long trend we have seen of few collaborative structures taking place in the daily lesson. Key to changing this will be our collaboration and sharing of best practices, as well as an increased sense of urgency and joy for our content as we head into the final 8 weeks of the school year.

Data Point #3: Engagement with Rigorous Content (ERC)

ERC

  • What is Engagement with Rigorous Content (ERC)?

ERC is the level of rigor at which students are engaging with the content. Some people think immediately about “difficulty” of the questions being asked by the teacher, but this goes well beyond that: it’s the depth and sophistication with which students are thinking about and working within the content, as well as the purpose with which they do so.

  • How do you collect data around ERC?

ERC is determined by the TLD Coach in collaboration with your thinking after an observation, using the Engagement with Rigorous Content rubric to inform our terminology. This then gets collected in our Program Tracker so we can analyze the data at different levels.

  • What does the ERC data tell us?

 Like with CoA, we are seeing some small and exciting gains in ERC, but also some discouraging signs of stagnation. In addition, it will be unsurprising to find out that the same classrooms that are on the bottom half of the spectrum in CoA are also often on the bottom half of the spectrum in ERC. At the end of the day, I believe that this is because we need to emphasize more student-centered learning, while also focusing on the purpose that our rigorous summatives can give us at this time in the year. 

How will we be supported based on these findings?

I have crafted three priorities for Quarter 4 based on these findings.  The priorities (grouped by student and teacher outcome) are as follows:

Priorities

Head over to the PD Page of our Professional Development website to see what sessions will be driving towards these priorities, and sign up for them!

For more detail on all of this, as well as a some crucial context, check out Q4 Humanities Priorities document.

So what are your thoughts? What resonates with you about this data, these priorities, and these upcoming experiences? What else do you see in the data and in your own classroom? Fire off below!

An Independent Study in Sharing Data with Students

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Hey All!

This week, my time for writing an extended blog post has been limited, so I thought I would actually connect you with a resource that could be really helpful for your classroom, but that someone else on the TFA Mississippi Team created… Shout out to Sarah Blackburn for putting an awesome Independent Study for Sharing Data with students together!

Plus, some of you DID say you wished the Culture Specialist and the Humanities Specialist would collaborate some more… Well, here is the start of it!

NOTE: You will need to ask your TLD Coach if it aligns with your development priorities first, but once you do, you can complete this independent study on your own (obviously), and then use it to share data authentically with your students. You will get a tailored credit as a result! Let me know if you are interested!

To help you with this, this blog post contains:

  • How this aligns to our Humanities Priorities
  • The Link to the Independent Study
  • More Resources for Sharing Data in the Humanities

How this aligns to our Humanities Priorities

This Independent Study is perfectly aligned with our 3rd Priority for this Quarter:

Students are invested in their Humanities-content goals because they see their success as critical to their future leadership, and because they are aware of their progress. This is because teachers are invested in their end-of-year goals and what they represent for students, and thus measuring and sharing progress towards goals with students and stakeholders.

At the end of the day, I simply believe that it is our students’ right to know – with subtlety and beyond the simple “you got a B+” – where they stand in relation to their goals. It’s a question of equity and leveling out the power differential in the classroom. Students should know where they stand and what they can do to change it!

The good news? As a Humanities team, we are in a really strong position to share data with our students. According to the latest information I collected from the Program Tracker, the Humanities Team is actually the strongest content team for data! And this is a first! Historically, we have been one of the furthest behind.

Check out some of the data break-down below, which also indicates that our students are well on their way to reaching their academic goals! There is always room to grow, and for that reason, we should be sharing the data so our students can use it to focus their learning, grown in confidence, and feel celebrated!

Progress Known

Has the teacher submitted valid and accurate data? Do we know where students are in terms of their progress towards goals?

Progress Known? Social Studies The Arts World Languages All Humanities
YES 75% 81% 86% 81%
NO 25% 19% 14% 19%

%Benchmark Achieved

Given our data, what percentage of progress towards goals do we see? (Note: we were not measuring this last semester)

Content: %BA
Science 19.1
Math 30.7
Humanities 38.5
Elementary 29.8
ELA 38.0

The link to the Independent Study

Okay, here it is! The moment you have all been waiting for. The link to the Independent Study is here. Remember to ask your TLD Coach if this is the right development for you before you start!

More Resources for Sharing Data in the Humanities

Enjoy!

State of the Humanities (Quarter 2, 2014)

Hello Team Humanities!

As many of you know, at the end of every quarter Team Humanities takes a step-back to see how we have progressed in relation to our goals, and what we will need to do next in order to move further, faster, and with a greater orientation towards our teachers and students. Ultimately, all of this is in service of seeing how far we have gotten towards our Humanities vision: 

We believe that the Humanities are critical contents in the actualization of Social Justice and Equity in students’ lives. We thus move students towards Humanities Achievement, Leadership, Critical Consciousness, and Cultural Competence.

As such, we act with the knowledge that every Humanities classroom must aggressively pursue the dismantling of systems of oppression through the provision of rigorous Humanities content and Culturally Responsive Teaching.

As we wrap up our first semester, I thought it would be important for me to share with you all the data we have collected, and the NEW priorities we are forming for Quarter 3 as a result of our feedback and interpretations. For the sake of brevity and focus on what matters most, I have narrowed this data down to the information that is most directly relevant to students in our classrooms.

As you read over this, I would love for you to consider:

  1. Where do my classroom and my students stand in relation to this data?
  2. How can I act within the Humanities Team to improve our collective data?
  3. What experiences, thoughts, support, resources, or feedback can you share to help us interpret or take action in relation to the data we are seeing?
  4. What changes can we make, as a collective, to impact this data for the betterment of our students?

As always, feel free to comment below, or email/text/call Jacob with any questions, ideas, or feedback!

Wait, first, where does this data come from?

We end up collecting A LOT of information in order to make informed decisions with regards to what our next quarter should look like. That information comes from all of the following sources:

  • Student achievement data from your classrooms, which you share with us.
  • Your First Eight Weeks Survey responses
  • Data collected through classroom observations (Engagement with Rigorous Content, and Culture of Achievement) both from me and your TLD Coach
  • Your responses on Professional Development Exit Forms
  • Your responses to other surveys (such as the ones I send out at the end of every quarter)
  • Humanities Leader and TLD Coach feedback on other surveys
  • Anecdotal and qualitative evidence (student work that has been shared, other stories and celebrations emerging from classrooms)
  • Much more!

Data Point #1: Progress Known

  • What is Progress Known (PK) ? PK is basically a “Yes” or “No” answer to the question: “do we have reliable and complete data on where students stand in this classroom?”
  • How do you collect reliable and complete data? The reliable and complete data comes from you teachers sharing it with your TLD Coach and/or Content Specialist. As long as you have data for student progress on ALL your Metrics (and are not, for instance, missing DBQ Data even if you have Mastery Data), and you have shared a reliable assessment with us, then your students are PK!
Progress Known? Social Studies The Arts World Languages All Humanities
YES 67% 60% 71% 66%
NO 33% 40% 29% 34%
Progress Known by Humanities Content as of November 20th, 2014

Progress Known by Humanities Content as of November 20th, 2014

Data Point #2: Culture of Achievement

  • What is Culture of Achievement (CoA)? CoA is the quality of the classroom culture that your students enjoy as they are learning. Some people think immediately about “management” but this goes well beyond that: it’s the way in which your students actively maintain and foster a positive environment because of the way they care about their learning.
  • How do you collect data around CoA? CoA is determined by the TLD Coach in collaboration with your thinking after an observation, using the Culture of Achievement Pathways rubric to inform our terminology. This then gets collected in our Program Tracker so we can analyze the data at different levels.
Culture of Achievement Social Studies The Arts World Languages All Humanities
Destructive 0% 14% 7% 8%
Apathetic or unruly 33% 29% 21% 28%
Compliant and on-task 58% 21% 57% 45%
Interested/ hard-working 8% 36% 14% 20%

Culture of Achievement by Humanities Content as of November 20th, 2014

Data Point #3: Engagement with Rigorous Content

  • What is Engagement with Rigorous Content (ERC)? ERC is the level of rigor at which students are engaging with the content. Some people think immediately about “difficulty” of the questions being asked by the teacher, but this goes well beyond that: it’s the depth and sophistication with which students are thinking about and working within the content.
  • How do you collect data around ERC? ERC is determined by the TLD Coach in collaboration with your thinking after an observation, using the Engagement with Rigorous Content rubric to inform our terminology. This then gets collected in our Program Tracker so we can analyze the data at different levels.
Engagement with Rigorous Content Social Studies The Arts World Languages All Humanities
Not challenged; no learning 0% 14% 14% 10%
Passive or confused re: new content 25% 21% 7% 18%
Factual recall/procedural 42% 36% 71% 50%
Analysis/application/explaining 25% 29% 7% 20%
Evaluation/synthesis/creation 8% 0% 0% 3%
Rigor

Engagement with Rigorous Content by Humanities Content as of November 20th, 2014

Okay, so what next?

Well, A LOT IS COMING UP NEXT! Given a realistic look at the above data (and much more, including your suggestions), we have come up with the following priorities for us to look forward to. Again, take the time to consider: how are you and your students doing in relation to these priorities? What do you need to accomplish in order to push more towards them?

For more detail on the data presented here, our priorities, and what is coming next in the Humanities, check out our Quarter 3 Priorities at this link.

Priority 1:
  • Students are engaged in the content because it is rigorous, compelling, and focused around essential questions that bring to light social justice issues.
  • …Because teachers are planning units and lessons that have strong visions of mastery, and that are propelled by essential questions and meaningful texts.
Priority 2:
  • Students are “on the hook” for their learning because they are collectively, collaboratively, and fully owning the outcomes of the lesson.
  • … Because teachers are ensuring students are being given ownership of their own learning by facilitating strong collaborative structures around rigorous content.
Priority 3:
  • Students are Invested in their Humanities-content goals because they see their success as critical to their future leadership, and because they are aware of their progress.
  • …Because teachers are invested in their end-of-year goals and what they represent for students, and thus measuring and sharing progress towards goals with students and stakeholders.

Summatives in the Humanities

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Click on the image above to hear Claire Wandro’s students talk about why the Regents Summative Assessment mattered to them!

Check out the quick video above of some of Claire Wandro’s students reflecting on why the Regents final assessment matters to them.

As the frost starts to harden over our Mississippi fields, and plans start to emerge for the winter break, it’s yet again time to start thinking WAY ahead so that it doesn’t rush up on us: it’s time to start thinking about Summatives in the Humanities!

All DRAFTS of Humanities Summatives (unless they are directly the SATP2 or the Regents) need to be submitted to Jacob and your TLD Coach by January 2nd!

To help you with this, this blog post contains:

  1. Why summatives? Why now?
  2. Requirements for your Summatives (with links and resources!)
  3. Links to Teacher-Made Summatives
  4. FAQ and Other Guidelines
  5. Need Additional Support?

Why Summatives? Why Now?

  • Students deserve to reliably know where they stand at the end of the year: After a year of work and growth in your classroom, students deserve to know where they stand compared to their peers across the nation. Summatives are the most reliable way of comparing how our students are doing in relation to other students within TFA, or against a national bar for rigor. Communicating this progress to our students helps them celebrate, reflect on their work this year, and grow as life-long learners.
  • Summatives help YOU plan: Having a summative at this point in the year helps you get concrete on what your students still need to learn, believe, and be able to do between now and the day you administer it. You shouldn’t be teaching to the test: instead, you should be teaching beyond it. A summative will help you clarify the basics of what your students need, and help you develop plans to teach beyond those basics.
  • Summatives are different from normal tests and quizzes: Unlike tests and quizzes, summatives often contain information that students may not have seen before (think about how the AP or the ACT or the SAT work… they test you on a national bar for how you use skills and solve problems rather than for what you already know). This is a chance for students to show their resilience and confidence in potentially unknown territory. And that’s EXCITING, not defeating.
  • Summatives help us advocate for the Humanities: Once we have the data and we can compare it to national standards, often we can apply for grants, advocate for more funding and attention in our schools, etc. Being able to have reliable proof of our students’ progress is the best way to do this.
  • Sometimes we need to give summatives early: due to testing, test-prep, etc. we often don’t have the opportunity to prepare our students for summatives and administer them part-way through the second semester. Having them handy gives us the chance to be flexible with this schedule, and still guarantee our students the right to know where they stand.
  • Summatives take time, feedback, and sharing: Besides all of the above, your summatives need to be vetted by me and your TLD Coach before they are valid, and the whole process is more enjoyable if we have an environment of sharing and collaboration! If we get that going, it will just be simpler in future years when people can pull summatives straight from a resource bank!

Requirements for your Summatives.

  • What should a summative look like?
    • For the most part, a summative assessment should look like a “traditional” assessment, plus any performance tasks or additional projects that would better help you measure your students’ progress towards your holistic vision.
    • It should be a final assessment, so it should be cumulative and cover the information, skills, and progress towards vision you should have mastered this year.
    • It should usually be given in the final weeks of school. However, you should check with your administrator, since often this is not the best time for Humanities classes that become test-prep part way through the second semester.
    • It should be subdivided by standard and/or skill, should be easily trackable by those skills, and should have rubrics or student responses for any open-response questions.
  • What is my summative assessment?
    • This differs a little, depending on your specific content. Any additional performance tasks are welcome, but optional. In the table below, you will see the basic requirements.
    • PLEASE NOTE: None of what is contained in the grid below is optional! In order to have valid measurements of how your students progressed (and to be in good standing with TFA), you MUST execute these full criteria.
    • Click on the links in this table to get access to the rubrics and assessments you need!
Content Level Assessment Type Additional Academic Prompt
Art Lower Elementary A Regents-aligned  assessment pre-approved by Jacob and your MTLD Artwork assessed according to the ECE Rubric
Upper Elementary A Regents-aligned  assessment pre-approved by Jacob and your MTLD Artwork assessed according to the Mississippi Art Creation Rubric
Secondary A Regents-aligned  assessment (or the Regents itself!) pre-approved by Jacob and your MTLD Artwork assessed according to the Mississippi Art Creation Rubric
Music & Dance Elementary A Regents-aligned assessment (Dance, Music) pre-approved by Jacob and your MTLD Performance assessed according to the Dance or Music Performance Rubrics
Secondary A Regents-aligned assessment (Dance, Music) (or the Regents itself!) pre-approved by Jacob and your MTLD Performance assessed according to the Dance or Music Performance Rubrics
World Languages Elementary A Regents-aligned  (Spanish, French) assessment that covers:

–          Reading

–          Writing

–          Speaking

–          Listening

–          Culture

This should be age-appropriate and pre-approved by Jacob and your MTLD.

N/A
Level 1 The Regents Second Language Proficiency Exam (Spanish, French) N/A
Level 2 EITHER:

–          The Regents 1.5 that we designed for you (Spanish, French)

OR:

–          A blind assessment on the Regents Second Language Proficiency (PLEASE EMAIL JACOB IMMEDIATELY IF THIS IS YOUR PREFERENCE!!!)

N/A
Social Studies 5th Grade Social Studies EITHER:

–          A self-created Regents-aligned assessment pre-approved by Jacob and your MTLD/

 

OR:

–          The 5th Grade Regents assessment

A DBQ pre-approved by Jacob and your MTLD (preferably directly from the aligned Regents exam)
8th Grade Social Studies EITHER:

–          A self-created Regents-aligned assessment pre-approved by Jacob and your MTLD.

 

OR:

–          The 8th Grade Regents assessment

A DBQ pre-approved by Jacob and your MTLD (preferably directly from the aligned Regents exam)
US History The MS State Assessment

 

(OPTIONAL ADDITION: The Regents US History assessment)

A DBQ pre-approved by Jacob and your MTLD (preferably directly from the aligned Regents exam)
All other Social Studies A self-created Regents-aligned assessment pre-approved by Jacob and your MTLD. A DBQ pre-approved by Jacob and your MTLD (aligned to the Regents assessment that closest fits your grade-level)

 

Links to Teacher Made Summatives

Check out some of the summatives that teachers have administered in the past!

Featured at the above link are:

  • MUSIC: Alice Hasen’s General Music Summative and Project
  • DANCE: Kasey Wooten’s Dance Summative and Project
  • SOCIAL STUDIES: Patrick Newton’s Summatives, as well as many others!
  • WORLD LANGUAGES:

FAQ and Other Guidelines

Check out this Humanities Summative FAQs for further guidelines, answers, and resources!

Need Additional Support?

  1. Sign up for “Knowing Where You Are Going: Summatives in the Humanities” now!
    1. Wednesday, December 3rd in Greenwood (RSVP here)
    2. Tuesday, December 9th on WebEx (RSVP here)
    3. Wednesday, December 10th in Jackson (RSVP here)
  2. Talk to Jacob, your TLD Coach, and/or your Humanities Content Leaders!
  3. Reach out to your peers!

Collecting, Analyzing, and Sharing Student Data

Hey friends! It’s time for our second ever Humanities Blog Post! Woop!

One of the biggest challenges we are facing in the Humanities at the moment is the fact that we don’t know where students stand in their Picture1progress towards goals. This is a natural challenge for us since we are the teachers that often see 500+ students a week, often have time with students taken away from us in favor of tested classrooms, AND often have subjective measures (“is this performance any good”) that make collecting data funny business. But this is precisely also why it is DOUBLY important that we do so: we want our students and stakeholders to understand that this is a valuable part of their education as well, and advocate for its expansion!

To help you address all that, in the following post, you will find:

1. Why collecting and sharing data matters.

2. Where we stand in the Humanities data-wise. 

3. Your metrics, rubrics, and trackers (and videos to help you set it all up!)

4. Resources for analyzing, collecting, and sharing data. 

1. Why collecting and sharing data matters.

Before we dig in further, I want to be clear about the BASIC importance of ensuring we have, collect, and share accurate data for our students: ultimately, this is an issue of justice and equity.

If we are withholding data from students and they don’t intimately know where they stand compared to national standards , is that not an injustice? Are we not deceiving them as to their progress if we are not holistically measuring their progress against a high bar of rigor (if an “A” in our class would be an “F” in New York, for example)? Are we not taking away their ability to take action for themselves to change their progress, and instead labeling them as a “B” student at every report card?

Consider the potential: Instead, we can demonstrate that we are on a path to equity by showing that our students ARE progressing against a national bar for rigor!

Plus, I want to be clear that having data can have a BIG positive effect. In fact, based on research, I have articulated that one of our key priorities this quarter is the following:

Priority 3: Students are invested in their Humanities-content goals because they see their success as critical to their future leadership, and are aware of their progress. This is because their teachers are invested in their end-of-year goals and what they represent for students, and thus measuring and sharing progress towards goals with students and stakeholders.”

Alas, not having accurate and complete data basically could mean any/all of the following:

1. Students, parents, and administrators may not have an accurate understanding of where students actually stand.

2. You as a teacher aren’t making data-aligned analysis and taking action accordingly in your classrooms.

3. Your TLD Coach, your Specialist, and your TFA team can’t support you and coach you from an accurate understanding of the outcomes of your classroom.

Finally, according to TONS of research, giving students consistent feedback (including student conferences – wait for next week’s blog post for that one!) has awesome results. Check out just this small tid-bit below:

Black and Wiliam’s (1998a) cited 250 studies in their review of the effects of sharing assessment feedback  on learning.  They found that effective use of feedback yielded high levels of student achievement (effect sizes ranged from between 0.4 to 0.7 of a standard deviation). Nyquist (2003) found effect sizes for feedback ranging from 0.3 to 0.5 of a standard deviation.

According to Black and Wiliam (2004a), the effectiveness of  on student learning comes from the feedback provided by the teacher, not from the kind of assessment used. The teacher must have evidence of learning that can be used to provide students with  feedback.

2. Where we stand in the Humanities data-wise.

To give you a sense of where we stand, I’ll share this little report that was just shared with me – “yes” indicates classrooms in which we know where students stand (in part, because it was communicated with TLD coaches), and “no” indicates that we don’t yet have that crucial information. Unfortunately, we, as a region, are in kind of a rough spot (only 37% “yes” total), so let’s make an initiative to switch things up in the Humanities! The more information we have, the more we can collectively and collaboratively problem-solve about how to push our students forward!

As you look at the following data, consider:

How can we learn from each other and the way that we are collecting and sharing data in our classrooms? Who are the others in our team who can support us in this? What is your role in the successes we see? What can we collectively celebrate in the Humanities? Where do you know that the areas in which we need to grow are reflective of your own areas for growth?

Group YES – we know where students stand in relation to their goals. NO – incomplete or missing student achievement information.
Art 43% 57%
Music/Dance 25% 75%
Social Studies 38% 62%
World Language 29% 71%
Grand Total 33% 67%

Pic 1

Before we move on, I want to give some shout outs here to some individuals that are doing an AWESOME job with this (there are many more, but these are some highlights that come to mind):

  • Richard Pettey – For having simple, clear, and exciting bar graphs displayed in his classroom to show student mastery by period, and get students invested in some friendly competition!
  • Gabriella Sharpe – For working to create a small network between me, Camille Loomis, and her TLD Coach so we can all norm on the performance rubrics while looking at videos of her classroom!
  • Amanda Welch – For making a personal commitment this year to share data in her classroom more consistently, and in MANY different ways! She is sharing behavior AND mastery data with students!
  • Catherine Serenac – For implementing regular and consistent data reflection after each test… I got to see its effects on students’ thinking when I observed her a couple months ago!
  • Salma Akhtar – For pro-actively seeking support to help problem-solve about how to make the creation rubric work within her school context!

3. Your metrics, rubrics, and trackers (and videos to help you set it all up!)Picture2

  • Want to know WHAT you are measuring and collecting data around? Check out your metrics here.
  • Have questions about those or want to know WHY they matter? Email Jacob, or call him!
  • Where do I find these Rubrics and Trackers? In this easy folder, or on your content-specific page!
  • How do I set these trackers up? Check out this video (for World Languages and Social Studies) and/or this video (for the Visual and Performing Arts)

4. Resources for analyzing, collecting, and sharing data.

  • Some tips for analyzing data:
    • Organize your assessments! (by skill, objective, or topic!)
    • When analyzing data, do it “test-in-hand” (it will help you notice trends by question!)
    • Search for separators. (What questions were particularly tough for some students, but easy for others?)
    • Scan by student and by period. (Who surprised you?)
    • Some good questions to ask yourself:
      • How did the class do as a whole?
      • What are the strengths and weaknesses by standard?
      • How were the results different in different question types?
      • Did any results in one standard influence results in others (i.e. if students got one question wrong, they also got the next one wrong)?
  • Check out these awesome, quick videos on “Sharing Assessment Data with Students” and “Working With Students to Develop Their Next Steps” and “Developing Students’ Ownership of their Learning
  • Examples of easily track-able assessments:
  • Sharing data with students and parents:
  • A gallery of classroom applications (more to come!)!