Transcript Hair on Fire

Hair on Fire
A Multi-Year Approach to Transforming Your
Schools by Building and Leading a DataInformed Culture
Teach like your hair’s on fire.
~Rafe Esquith
Education is not the filling of a
bucket, but the lighting of a fire.
~W. B. Yeats
The Empty Chair
“Chris”
Standards-Based Student-Centered Classroom
STANDARD
ASSESSMENT
CURRICULUM
INSTRUCTION
ZIP CODE
The Engaged Learner
As we think and work together, we need to
ask ourselves:
• Where are we headed?
• Where are we now?
• How will we close the gap?
Royce Sadler, Questions for Student Engagement
Creating a Phased Approach
Building a Data-informed Culture
Standards
Assessment
as Data
as Data
Conversation
as Data
Phase 1: Standards as Data
What do we want kids to know and do?
Build district-wide, core maps articulating
guaranteed and viable curriculum
Align core maps vertically and horizontally
Adjust content, skills, I can statements, and
resources as needed
Unpack standards for Webb D.O.K.
Phase 2: Assessment as Data
How will we all know if they know it?
Develop an understanding and application of
basic assessment literacy
Explore item design as it relates to
assessments and differentiation of instruction
Utilize the test construction template from a
formative and summative viewpoint
Phase 3: Conversation as Data
What do we do if they do/don’t get it?
Build formative assessment w/ student record
keeping within diary maps
Create standards-based report cards
Craft common grading policies for standards
Establish student-led conferencing options
Building a Data-informed Culture
Building
SMART GOALS
Strategic
PHASED APPROACH
one
Leadership
District GOALS
• Where are we now?
• Where are we headed?
• How do we close the gap?
Tactical
Teachers
V
V
Goals Established
V
two
Progress Monitored
three
Tentative Plan for Math & ELA
Initiative Stage
Standards
as Data
Assessment as
Data
Conversation as
Data
2012-13
2013-14
2014-15
CCC (K-3)
CCC (4-8)
CCC (9-12)
CCC (K-3)
CCC (4-8)
CCC (9-12)
CCC (K-3)
CCC (4-8)
CCC (9-12)
2015-16
Fourth Grade ELA Example
• CCSS: R1.4.1
• Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
• To compare to Michigan GLCES it would be ALL of these:
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R.NT.03.03
R.NT.04.03
R.NT.03.04
R.NT.04.04
R.NT.04.05
R.MT.04.01
S.DS.04.01
S.DS.04.03
8th Grade math Example
• Common Core State Standards:
8. F.2 Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or
by verbal descriptions). For example, given a linear function
represented by a table of values and a linear function represented
by an algebraic expression, determine which function has the
greater rate of change.
• To compare to Michigan GLCES it would be ALL of these:
• A.RP.08.01
• A.PA.08.02
• A.PA.08.03
Smarter Balance Assessment
Consortium
28 states representing 44% of K-12 students
Formats and Components
of Selected Response Items
Read the passage and then answer the question.
Users may experience missions in real-time, and "Eyes on the Solar System"
also allows them to travel through time. The tool is populated with NASA data
The National Aeronautics and Space Administration (NASA) leads research in dating back to 1950 and projected to 2050.
space exploration and aeronautics.
The playback rate can be sped up or slowed down. When NASA's Juno
NASA Gives Public New Internet Tool To Explore The Solar System
spacecraft launched on Aug. 5, 2011, users could look ahead to see the
mission's five-year journey to Jupiter in a matter of seconds.
PASADENA, Calif. – NASA is giving the public the power to journey through
the solar system using a new interactive Web-based tool.
Point of view can be switched from faraway to close-up to right "on board"
spacecraft. Dozens of controls on a series of pop-up menus allow users to fully
The "Eyes on the Solar System" interface combines video game technology
customize what they see, and video and audio tutorials explain how to use
and NASA data to create an environment for users to ride along with agency the tool's many options. Users may choose from 2-D or 3-D modes, with the
spacecraft and explore the cosmos. Screen graphics and information such as latter simply requiring a pair of red-cyan glasses to see.
planet locations and spacecraft maneuvers use actual space mission data.
"By basing our visualization primarily on mission data, this tool will help both
"This is the first time the public has been able to see the entire solar system NASA and the public better understand complex space science missions," said
and our missions moving together in real-time," said Jim Green, director
Kevin Hussey, manager of Visualization Technology Applications and
of NASA's Planetary Science Division at the agency's Headquarters in
Development at JPL, whose team developed "Eyes on the Solar System."
Washington. "It demonstrates NASA's continued commitment to share
our science with everyone."
"Eyes on the Solar System" is in beta release. It has been demonstrated at
science conferences, in classrooms and at the 2011 South by Southwest
The virtual environment uses the Unity game engine to display models of
Interactive Conference in Austin, Texas.
planets, moons, asteroids, comets and spacecraft as they move through
our solar system. With keyboard and mouse controls, users cruise through Designers are updating "Eyes on the Solar System" to include NASA science
space to explore anything that catches their interest. A free browser plug-in, missions launching during the coming months, including GRAIL to the moon
available at the site, is required to run the Web application.
and the Mars Science Laboratory Curiosity rover.
"You are now free to move about the solar system," said Blaine Baggett,
executive manager in the Office of Communication and Education at NASA's
Jet Propulsion Laboratory (JPL) in Pasadena, Calif. "See what NASA's
spacecraft see – and where they are right now – all without leaving your
computer."
QUESTION
Select the two highlighted
sentences that show that NASA
makes predictions about the data
space missions will generate
before the missions occur.
Components of a Constructed
Response Item
The Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought it would be
great fun to trick the villagers by pretending that a Wolf was attacking the
sheep: so he shouted out, "Wolf! Wolf!" and when the people came running
up he laughed at them because they believed him. He did this more than
once, and every time the villagers found they had been tricked, for there was
no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!"
as loud as he could: but the people were so used to hearing him call that they
took no notice of his cries for help. And so no one came to help the boy, and
the Wolf attacked the sheep.
In a few sentences, explain what lesson the reader can learn from the
shepherd’s boy. Use details from the story to support your response.
In a few sentences, explain what lesson the
reader can learn from the shepherd’s boy.
Use details from the story to support your
response.
Non-Traditional Selected Response
Item
For numbers 1a – 1d, state whether or not each figure
has ⅖ of its whole shaded.
1a.
1b.
1c.
1d.
Components of a
Constructed Response Item
A teacher asked her students to use estimation to decide if the
sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =
One student replied that she thinks the sum is closer to 4,000. She used
the estimation shown below to support her reasoning.
Is the student’s reasoning correct? In the space below, use numbers
and words to explain why or why not. If the student’s reasoning is
not correct, explain how she should have estimated.
Ionia/Montcalm’s Response
A Student-Centered Approach to CCSS
Content Area __________ Grade Level/Course ____________________________
Standard:
DOK:
Content: What do we want students to KNOW?
Learning Targets: I Can Statements
Resources/Examples (with citation)
Skills: What do we want students to be able to DO?
DOK
What is Depth
of Knowledge (DOK)?
• A scale of cognitive demand (thinking) to align
standards with assessments
• Based on the research of Norman Webb,
University of Wisconsin Center for Education
Research and the National Institute for Science
Education
• Defines the “ceiling” or highest DOK level for each
Core Content standard for the assessment
• Guides item development for assessments
Webb’s Four Levels of
Cognitive Complexity
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Level 1: Recall and Reproduction
Level 2: Skills & Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
DOK Level 1:
Recall and Reproduction
• Requires recall of information,
such as a fact, definition, term, or
performance of a simple process
or procedure
• Answering a Level 1 item can
involve following a simple, wellknown procedure or formula
South Dakota
• DOK 1:
What is the capital of South Dakota?
Skills/Concepts: DOK Level 2
• Includes the engagement of some mental
processing beyond recalling or reproducing a
response
• Items require students to make some decisions as
to how to approach the question or problem
• Actions imply more than one mental or cognitive
process/step
South Dakota
• DOK 2
Why is Pierre the capital of South Dakota?
Strategic Thinking: Level 3
• Requires deep understanding exhibited through
planning, using evidence, and more demanding
cognitive reasoning
• The cognitive demands are complex and
abstract
• An assessment item that has more than one
possible answer and requires students to justify
the response would most likely be a Level 3
South Dakota
• DOK 3
Pierre, the capital of South Dakota, was
destroyed in a toxic spill. Where should the
new capital be located and why?
Extended Thinking: Level 4
• Requires high cognitive demand and is very complex
• Students are expected to make connections, relate
ideas within the content or among content areas, and
select or devise one approach among many alternatives
on how the situation can be solved
• Due to the complexity of cognitive demand, DOK 4
often requires an extended period of time
South Dakota
• DOK 4
• The capital of South Dakota is going to be
relocated to Sioux Falls or Rapid City. Choose
which one you think is best. Put together a
plan on how long it will take to do this and
how much it will cost.
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•
•
DOK is NOT...
a taxonomy (Bloom’s)
the same as difficulty
just about using “verbs”
A Student-Centered Approach to CCSS
Content Area __________ Grade Level/Course ____________________________
Standard:
DOK:
Content: What do we want students to KNOW?
Learning Targets: I Can Statements
Resources/Examples (with citation)
Skills: What do we want students to be able to DO?
DOK
BENEFITS
• STUDENT- What works from the perspective of knowing what
is expected from them?
• TEACHER- What works from the perspective of knowing what
kids will be able to do?
• ASSESSMENT- What works from the perspective of being
able to get good data and build common
assessments?
Next Steps
• The Hair on Fire team meets monthly
• The goal is to unpack each standard by the
end of this year
• You will be asked to give feedback and input