#iaedchat Archive
Run by Iowa educators, #IAedchat is on Twitter the first, second, and third Sundays each month at 8:00pm CST. We have added #IAedchat LIVE to the fourth Sunday of the month at 8:00pm CST. This will take place in Google Hangout on Air. We will share the invitation and link to #IAedchat LIVE each month.
Sunday February 28, 2016
Good evening & welcome everyone! I’m excited about the next hour of learning on !
Good evening & welcome everyone! My tweets for the next hour are dedicated to
Our topic tonight is “More Than a Number: Keeping Results in Perspective”
Colin Wikan...Dean of Ss at Bettendorf HS. Looking forward to tonight's chat!
Our topic tonight is “More Than a Number: Keeping Results in Perspective”
Hello! This is my first twitter chat! I am a 1st grade teacher from Pocahontas, IA
Your co-moderators for tonight’s are and
Your co-moderators for tonight’s are and
2nd grade teacher at Pocahontas Elementary! Looking forward to my first
is a great place to start! You'll be hooked before you know it! Thanks for learning with us tonight!
Great to have you here tonight, Alexis!
Greetings all! Ben, 4th grade, Mason City, IA
Jason Hamann, Special Ed. Teacher Bettendorf HS.
Eric, K-2 principal in Marion, going to be in & out of , tonight
Anna - Teacher Excited to "hang" with you on this Sunday evening!
I’m Andrea - Teacher Leader and Instructional Coach at Benton CSD. It’s a pleasure to learn with you tonight on .
Heather Lightfoot, 7-12 Principal, English Valleys CSD, North English, Iowa
Take a moment to introduce yourself, your role in schools, and where you are tweeting from tonight.
Dave in and out tonight from Ankeny - SS at Centennial HS
Hello peeps! Kim-Kindergarten ready to rock this next hour!
Good evening everyone! Ted, Middle School Principal, from MO. Ready for
Nonsampling errors are heteroscedastic.
Good evening, , Dan Butler, elementary principal of and in Western Dubuque.
Travis Lape Harrisburg SD Technology Integrationist
Good to see you, Ted! Welcome.
Thank you for being here, Travis.
Hello, instructional tech coordinator Des Moines Public Schools
Thank you for being here, Scot.
Hi everyone! Nicole Harmer, JK-2 principal in Marion..watching the Oscars and enjoying !
Glad to stop in … Always like connecting with my IOWA PLN.
Good evening . Sanee checking in from Houston.
Nick, Chief Administrator of & 5-8 principal
Hey Nick! Great to have you here, as always!
Justin Gross HS principal innNevada IA, going to be in and out tonight
We have a fantastic group of educators here this evening! Q1 is coming up in one minute.
Curriculum/Technology director GC and AGWSR
Hi Justin! We'll take you wherever you are!
Mike, Elementary Principal tweeting tonight from Coal Valley, IL. Hello, !
Deb. HS ELA from Cresco. Evening all!
Charlie - Instructional Coach at Waukee High School.
Hello Adrian M., Special Ed. Consultant Great Prairie AEA, ready to get after it!
Matt from IL checking in for a bit
Evening, . Devin Schoening, Instructional Technology Program Lead in Council Bluffs, IA.
Thanks Colin! Glad to be here!
Q1: Please share your thoughts about the levels/amount of assessment accountability within your setting.
Good evening, my man. Thank you for being here.
Thanks for coming by tonight, Adrian!
Thanks and Always look forward to Sunday nights and
Doug from Columbia, Missouri checking.
A1: We just had PD pertaining to the amount of assessment we are doing. We need more teaching, less assessing
We are going to rock this chat tonight! Going to give a run for their money! https://t.co/spFRWB2rln
Thanks and Always look forward to Sunday nights and
A1. As a district, we complete Benchmark assessments 2x a year in Math and ELA.
A1. We also have quarterly assessments in content areas.
How do you feel about this amount, Ted? Adequate? Too much? https://t.co/6axch51Srf
A1. As a district, we complete Benchmark assessments 2x a year in Math and ELA.
A1-we administer more assessments without timely info for adjusting instruction
A1: We have done assessment audits at K-2 to ensure what we're assessing is meaningful and not just for a report card grade
A1: Assessments are needed in the HS level, but they must be authentic and the results must drive your teaching.
A1: I'm fortunate to work in an environment where assessment is valued but kept in perspective. Focused on growth and whole child.
A1- Data team collaboration ensures everyone at the table is accountable for their part in student success
A1 While we always look at data to create goals, etc. & I look at scores to help with course planning, I don't feel shackled to it
Focus on the learning, not the test! I like it! https://t.co/R6oKhcpM6J
A1: We just had PD pertaining to the amount of assessment we are doing. We need more teaching, less assessing
A1: accountability is + if it is for improving instruction/student achievement, - if purpose is for meeting assess. requirements
A1: Limited state/district assessments required - classroom controlled by PLC and me.
Hi . checking in from in near Houston, TX. :)
A1 We have IA assessments coming up and will also do our MAPS testing this spring. But I do not teach to the test.
Sounds like a good place to be, Dave. https://t.co/c2pZqQs8Tq
A1: Limited state/district assessments required - classroom controlled by PLC and me.
A1. We do running records on Fridays to assess reading levels. Think about how much more teaching we could be doing!
I think it’s important to assess for a purpose, not just for a mark, Nicole! https://t.co/ZOdqbhSndc
A1: We have done assessment audits at K-2 to ensure what we're assessing is meaningful and not just for a report card grade
Formative > Summative. Assessments don't have to = tests https://t.co/6MXPy0kETT
A1: We just had PD pertaining to the amount of assessment we are doing. We need more teaching, less assessing
Welcome, welcome! Good to see you, Ally! Appreciate you being here. Focus on instruction. https://t.co/RY2CLaLXPC
A1. We do running records on Fridays to assess reading levels. Think about how much more teaching we could be doing!
A1 quick checks throughout the week hold me most accountable to ensure workstation learning is reflective to their skill level
A1 I truly look at formal assessing as a benchmark. Here's where my kids are now.
what role does homework play?
Excited to learn from you, Dan!
A1: Working hard to find ways to "assess" within reading instruction instead of taking time out of instruction to take tests
A1: Data is information. The more we know, the better we're able to serve/teach.
A1 Is it possible that we test so much that students don't see it as important as it once was? https://t.co/aWIvt7vllg
Q1: Please share your thoughts about the levels/amount of assessment accountability within your setting.
District and State assessments — rest controlled by teams
A1: Acuity benchmarking 3X/yr. K-6 in addition 2 PARCC in spring 3-6. Also assessments tied to T’s SLOs. Add formative assessment.
If you time these assessments right,Aug &Dec/Jan, then you'll have data 2 guide instruction, https://t.co/1W0S56FF8H
How do you feel about this amount, Ted? Adequate? Too much? https://t.co/6axch51Srf
A1. As a district, we complete Benchmark assessments 2x a year in Math and ELA.
This is a valid question, Jay. What are we getting from it all? Improvement? Better decisions?
A1 Assessments are given currently in all content areas to generate grades, they need to guide instruction and student tasks
I feel like we sometimes administer assessments just to do so without informing instruction
A1: Try to assess constantly - informal assessment helps direct the classroom learning.
A1a: We’re shifting conversation away from assessments to activities. It’s semantics but words matter.
We are off and running with a great start, ! Q2 is coming right up.
A1. Analytical data can drive instruction. We need to balance assessments with instruction.
Strategic. I'll like where you are going with this. We do the same.
Not all assessments should be stale and stiff. Informal are just as important. https://t.co/BJMDd2uTum
A1: Try to assess constantly - informal assessment helps direct the classroom learning.
I agree. Bigger deal than you think, Mike. Mindset shift starts with words. https://t.co/qzAWxOlOJn
A1a: We’re shifting conversation away from assessments to activities. It’s semantics but words matter.
Brett form Osky coming in late!
Q2: There are smiles and beating hearts behind the numbers on a spreadsheet. How do you promote this thinking in your setting?
With the recent push by the state with the FAST/A-Reading we do that periodically to help with reading assessment.
A1: With the recent push by the state with the FAST/A-Reading we do that periodically to help with reading assessment.
A1: With the recent push by the state with the FAST/A-Reading we do that periodically to help with reading assessment.
I think that is a great question to consider, how do we find the answer
We'll take you at any time, Brett!
https://t.co/qwDHTv48gZ
Q2: There are smiles and beating hearts behind the numbers on a spreadsheet. How do you promote this thinking in your setting?
A1: assessment quantity vs. quality? Gather data on what kids know & are able to do. Doesn't have to be a test. Give Ss a voice.
Common Formatives can provide substantial data too. https://t.co/Z9jKkiS6bQ
Not all assessments should be stale and stiff. Informal are just as important. https://t.co/BJMDd2uTum
A1: Try to assess constantly - informal assessment helps direct the classroom learning.
^DH#ColdWar Would there have been a third world war if nuclear weapons had not been created? https://t.co/FhQNttF842
A2-I had a T talk about S being more than a score, we now try to meet ALL of our S needs in and out of school
Agreed! don't just test the students to "test", make sure it's meaningful and purposeful.
Also allows Ts to collaborate on which strategies work and don’t work! https://t.co/J1RxmbtsYW
Common Formatives can provide substantial data too. https://t.co/Z9jKkiS6bQ
Not all assessments should be stale and stiff. Informal are just as important. https://t.co/BJMDd2uTum
A1: Try to assess constantly - informal assessment helps direct the classroom learning.
Well said, Nick. We must always consider the quality first! Often a misstep. Voice to kids is critical. https://t.co/0HXyMem1SK
A1: assessment quantity vs. quality? Gather data on what kids know & are able to do. Doesn't have to be a test. Give Ss a voice.
A1 pressure on Ts to get results from assess need look at growth not just scores, snapshot to guide intsr https://t.co/2qHtr3Xmul
Q1: Please share your thoughts about the levels/amount of assessment accountability within your setting.
A1 Had this conversation with my staff, some feel Ss don't see the importance of effort unless there is a test
A2: previously, our data wall was represented w/ pictures of each student. Data was more than a number it had a face, it was a kid
A2-Keep it real with student ownership! Ss are part of goal setting process and are motivated to learn, meet goals, and set new!
A2: The data is a guide to decision making...it all boils down to doing what is in the best interest of the students.
Teacher as well as Student Voice and choice is very important. https://t.co/lPTsomORa0
A1: assessment quantity vs. quality? Gather data on what kids know & are able to do. Doesn't have to be a test. Give Ss a voice.
A2: create the relationships first so discussions about the numbers are really about the whole student.
Hi Kim, what do your checkins look like?
Ted is right on with balance. Instruction, instruction, assessment of instruction, more instruction.
My hope is it provides information to guide our instruction and the learning of our students. Not sure it always does.
This is an interesting take, Eric. Why did you go away from this? I like the sound of it. https://t.co/L66MTGnhKV
A2: previously, our data wall was represented w/ pictures of each student. Data was more than a number it had a face, it was a kid
Q2: Our responsibility to analyze multiple measures to make the best decisions for Ss. This includes non-traditional measures.
A2 having data wall visible for all, & sending goal certificates home with signatures (student/T/principal) after they meet them!
A2 I like to look at data sitting in S seats. Kinda hokey, but keeps me grounded.
A2: Can be difficult. Sometimes need to look at big picture, sometimes need to look at individual needs. PLCs help balance some.
A2 As a tchr, I'm more about learning than grades. Same w/testing. Constantly tell kids you are more than a number/grade.
A2: you must have a relationship with S if you want that "#" to improve. Show that you're interested in them & learning follows
Q2: Important to think of the scores as one component of what the Ss need. Pay just as much attention to our relationships with Ss
A2. It's important to remember during PLC collaboration to go beyond the numbers.
Mic drop. https://t.co/mJFwFgdg5i
A2: you must have a relationship with S if you want that "#" to improve. Show that you're interested in them & learning follows
I love it! Pictures keep it a living and breathing number. Makes it meaningful to actually move a students https://t.co/XQlKhRF68b
A2: previously, our data wall was represented w/ pictures of each student. Data was more than a number it had a face, it was a kid
A2: By acknowledging just that. Create a burning desire to learn & grow. Motivate them using their data. https://t.co/IO9oAQxKHX
Q2: There are smiles and beating hearts behind the numbers on a spreadsheet. How do you promote this thinking in your setting?
A2.2: We also need to appreciate kids for who they are and focus on their strengths. Everyone brings something great to the table.
You have to address the whole child, this is where the “art of teaching” comes in. Everyone has a different challenge
A2 We need to shift the conversation from assessing to demonstrations learning which can be done in many ways that fit each Std
A2 starts by building relationships with the Ss part of being a great educator, know their stories https://t.co/dgS5qQAHmY
Q2: There are smiles and beating hearts behind the numbers on a spreadsheet. How do you promote this thinking in your setting?
So often we cut the students out of the equation by not sharing their data with them. https://t.co/7UticUhHq0
A2-Keep it real with student ownership! Ss are part of goal setting process and are motivated to learn, meet goals, and set new!
A2. Building the relationships first will help your teachers understand the numbers better.
A2. We share our positives during collaboration with partner teachers
A2 I'll be honest. Most test data I've looked at really only shows me how well a S can read a test. I know my Ss better than that
Individual conversations and conferencing with kids is powerful. Ownership and engagement.
I feel like that would force you to consider all info about the S not just scores
Yes! It’s the S’s data - They should be at the forefront of analyzing it! https://t.co/V70C1F9iQZ
So often we cut the students out of the equation by not sharing their data with them. https://t.co/7UticUhHq0
A2-Keep it real with student ownership! Ss are part of goal setting process and are motivated to learn, meet goals, and set new!
A2 I'd love to have more conversations with students about their scores to validate their effort. https://t.co/I5VuRuEHbl
Q2: There are smiles and beating hearts behind the numbers on a spreadsheet. How do you promote this thinking in your setting?
hey Dave! Nice to "see" you again!
A2: Data makes more sense when you understand the Ss behind it. It all starts with knowing your kiddos. Invest in relationships.
A2: data driven decisions = student centered decisions. If this isn't true, assessment isn't done right. The child is the start.
A2b: match data with a student interest. Helps staff be accountable for students need and how you might reach S need
A2 Develop student portfolios , know the and provide voice and choice to support success
I agree. It is important to create a "comprehensive picture of each student. https://t.co/p83ytrCEqC
Q2: Our responsibility to analyze multiple measures to make the best decisions for Ss. This includes non-traditional measures.
Good evening
Jillian, Magnet Coordinator from Cedar Rapids- jumping in late!
Q3 is coming right up! Keep dropping serious knowledge,
Promoting learning in multiple facets. I like this.
I'm not sure, but I think it would be best to start by asking the students.
That is a good start. They will tell you honestly.
Q3: Schools are judged by results on standardized assessments given once per year. What ideas do you have to shift this focus?
Love this chat Andea, thanks for moderating, even if the globes are on!
Data wall has been so much fun to see fall together. Ss are SO motivated! https://t.co/HJJRDh4Ozo
A2 having data wall visible for all, & sending goal certificates home with signatures (student/T/principal) after they meet them!
Q3https://youtu.be/EDVHuHyCGmg
A2 I learn so much about my Ss through informal assessments in my room. Conferencing with them is my strongest tool
Relationships…. this is something we come back to every week! So incredibly important!
https://t.co/Y2zDfRwbjW
A2: you must have a relationship with S if you want that "#" to improve. Show that you're interested in them & learning follows
I would agree, Deb. This is a high-leverage practice to really get to know kids. https://t.co/J91IchjZu4
A2 I learn so much about my Ss through informal assessments in my room. Conferencing with them is my strongest tool
Anyone ever do a top 10 improvement board for their standardized tests? Fellow T is doing it along w/ conferencing w/each S
A3 just joining in. Growth. How much have your students grown? What initiatives are being used in your school?
A3: The discussion needs to be on the year's growth of each individual student before we talk about the school's performance.
A3: I have a hard time with the yearly standardized assessments. Maybe students could create yearly learning portolios.
It’s important to be able to really see WHAT it’s assessing.
A3-COMMUNICATE! Share with stakeholders how we look at the big picture and these are only a small piece of the big puzzle.
A3: Be open to what these assessments tell us. Not all or nothing. Promote the amazing through multiple outlets. F2F, SM, etc.
A3. Focus on growth. You may not have every student meeting benchmark, but celebrate the positives in student growth
A3: Have other artifacts that give a more accurate picture than a 1X/year assessment. Celebrate growth, not just a data point.
A3: Just like Ss, Ts should be assessed regularly in both formal and informal ways...add more everyday classroom observations
A3 it's a piece of the puzzle, when used right it helps. Used wrong, demotivated and reduces T effectiveness. But it is there
A3 Making the move toward digital portfolios would help students curate their best work & share their process
A3 break down the school walls by promoting your learning/accomplishments/experiences by inviting the comm. and families in!
Q3: Check out this video that explains the difference between formative and summative assessment. https://t.co/FH5N2O3NeZ
A3: Share the story of Growth and Achievement using multiple measures and involve students.
those conversations not only say so much about their academic knowledge but them as people!
Lots of discussion about growth rather than proficiency. We all grow at different rates. Improvement each and every day.
Assessments have their place in schools...and it's behind relationships and inspiring kids to question & think.
Great analogy. Important to remind everyone that standardized tests are just a small piece of the puzzle https://t.co/x9r4HJwUt4
A3 it's a piece of the puzzle, when used right it helps. Used wrong, demotivated and reduces T effectiveness. But it is there
Growth -- focusing on where they started and where they’ve come — very important! https://t.co/kIYYG0e5Of
A3. Focus on growth. You may not have every student meeting benchmark, but celebrate the positives in student growth
A2. Remain mindful inlooking at Assessment "for" learning (formative) and Assessment "of" learning (summative).
A3: Celebrating successes large and small. Helping all understand standardized assessments are just one piece to the pie.
A3a: I’m a dinosaur but I found the old North Central accreditation process better than this mess. Gave a more complete pic.
A3 Focus on growth of individual students, student portfolios, invite families in to see student's learn. https://t.co/9FNcqkHwjr
Q3: Schools are judged by results on standardized assessments given once per year. What ideas do you have to shift this focus?
involving students! Love it! They know so much more than we give them credit for!
A3 look at asses in place look at growth look at where they were compare to now Ss should know/set goals https://t.co/0473LPBjj4
Q3: Schools are judged by results on standardized assessments given once per year. What ideas do you have to shift this focus?
One of the best ways of doing this is and
Stakeholders need to know we’re about more than published tests and school supplies! Show what Ss r doing https://t.co/NYwsG2cCzP
A3 break down the school walls by promoting your learning/accomplishments/experiences by inviting the comm. and families in!
we in the schools understand stand. Assess. Are just a part, how do we get those outside of Ed to believe as well?
A3b: Focus on giving a perfect effort. That will lead to excellence which, of course, is relative. But excellence is excellence.
Love this message. How do we make sure Ss know r’ships are more important than their test scores!? https://t.co/gJrHA3q94z
Assessments have their place in schools...and it's behind relationships and inspiring kids to question & think.
There's always room for improvement! https://t.co/OGzDc1nnzl
Lots of discussion about growth rather than proficiency. We all grow at different rates. Improvement each and every day.
Yes- and when they are involved, they are more focused and empowered to achieve their goals.
good pt, how do you get ppl that are lawmakers/not teachers to understand? https://t.co/vGfm6JyIQg
we in the schools understand stand. Assess. Are just a part, how do we get those outside of Ed to believe as well?
Q4 is coming up in one minute.
We are either getting better or we are getting worse. No one stays the same. Focus on small wins each day.
A3. Not to muddy the waters, but a Standards Based Grading approach would help us shift away from the single test philosophy.
A3: Is high stakes testing where we really want to go? Smaller increments of valuable testing can be used. Data can be collected.
Q4: True or False: Standardized Assessments still have a purpose in our system. Please explain your thoughts.
I agree, but how does that help us with the state mandated tests?
Very true. More accurately answers the question of what students know and are able to do. https://t.co/OmyKbuPIC9
A3. Not to muddy the waters, but a Standards Based Grading approach would help us shift away from the single test philosophy.
A3 Sharing Ss successes and work online with use parents love seeing their children
So true. We have seen this in our district. The danger though is in overassessing the standards. https://t.co/BykyMJhQ6S
A3. Not to muddy the waters, but a Standards Based Grading approach would help us shift away from the single test philosophy.
what if they could shadow a principal? A teacher? A student? For a day, I think their thought would shift.
Communication to stakeholders year round, community involvement in classrooms
A3 really like to see these tests more individual & allow us to see learning paths for students, like a diagnosis not an autopsy
This would be a great rocks or sucks topic at an edcamp :)
It doesn't help with SMTs, but maybe it can help us begin the shift. https://t.co/7xlbSgKMTF
I agree, but how does that help us with the state mandated tests?
Absolutely....transparency
A4 True, Indicator of trends across a large population vs, a larger population
Now this would be pretty powerful for those outside of our system to understand. https://t.co/vuDKofk1mI
what if they could shadow a principal? A teacher? A student? For a day, I think their thought would shift.
A4: True - BUT as a single component of a multi-tiered assessment and learning evaluation system.
Q4 True: There is a time and a place but it cant be the only measure of success.
A4. I like the SA at the beg. of the yr to help me understand my Ss needs right away and like to see growth at end of yr
A4: True. As long as these assessments are not seen as THE measure. Multiple ways to determine success; let's be open to others.
A4- Depends on how results are used. True if - show growth over time with normed results to compare data sets of specific groups.
Ps NEED to be able to see what their child is doing —promotes dinner table chat and conversations at home! https://t.co/yRCs4nFMaQ
A3 Sharing Ss successes and work online with use parents love seeing their children
A4: T-they serve a purpose othewise we wouldn't do them. Ss need to find purpose in them...that's what is missing at the HS level.
I volunteer as tribute! ;)
Absolutely! Show how kids are growing on what they should know and be able to do. https://t.co/oaNUeeYztg
A3. Not to muddy the waters, but a Standards Based Grading approach would help us shift away from the single test philosophy.
It would be sure to lead to some strong discussion. https://t.co/hNG0lorGCC
This would be a great rocks or sucks topic at an edcamp :)
A4. True, they do. They are used on a national level and used for acceptance into schools/colleges and programs.
May the odds forever be in your favor...
A4: Take away the "high stakes" piece and use them as a piece of data to show student knowledge and growth
A4: True. They can have purpose if given w/purpose. If they are given just to satisfy accountability requirements, then no.
And it also provides for a topic of discussion with our families.
A4 True, too much weight put on one assess they have a purpose, snapshot of where they are and learn about deficiencies
A4 - True - Need to know that we're growing at expected rate. Need to use in conjunction w/ other assess. when making decisions.
A4 I'd agree with this. HS students see no purpose. It's hard to motivate them to do their best. https://t.co/7OrhvGiDV1
A4: T-they serve a purpose othewise we wouldn't do them. Ss need to find purpose in them...that's what is missing at the HS level.
The truth, supports, homework, supports daily activities, so much with social media
A4) True. For one point in time they give feedback about teaching and learning. Shows what we can improve.
A4: true. It is ONE way to gage the success. Now, what are more ways? What other ways can we use the standard assessment data?
Absolutely imperative it can’t be the only measure. Should only be a small piece to the puzzle. https://t.co/hY87aFz5Wi
Q4 True: There is a time and a place but it cant be the only measure of success.
A4: True, but there is such a thing as "Too much of a good thing" at times. Keep it purposeful.
This is true. We have a varying degree of conversations with parents with this. https://t.co/6ZhUoyKqH7
And it also provides for a topic of discussion with our families.
A4 True to a point. If we are using them as a measuring stick.
I think it would be a great "Java with Jay" topic.
This is why I teach. I learn something new from my Ss every day!
Key words that I am hearing from tonight: purposeful, actionable, relationships, learning, teaching...GOOD STUFF!
A4: True. Cannot be a single test. We have to do regular assessment of learning and it has to be used to improve learning.
no.... May the odds be in THEIR (the visitors) favor! Their mind would be blown! :)
Truth! This would be great!
https://t.co/jMOuYuSExH
A4: Take away the "high stakes" piece and use them as a piece of data to show student knowledge and growth
A4: True, if the data provided is used to truly improve everything we do within the educational setting.
This much is true! https://t.co/oxKjDxyCY9
no.... May the odds be in THEIR (the visitors) favor! Their mind would be blown! :)
A4 - True - not sure they are being judged correctly outside of the school walls. Good Systems should be able to self eval.
Key point here, Adrian. Sadly, I don't believe this is always the case due to a number of factors. https://t.co/3Dy1pspGCd
A4: True, if the data provided is used to truly improve everything we do within the educational setting.
Where is the time going? Q5 is coming up in one minute! Thank you for bringing you passion!
Our school uses the data to identify trends across multiple grades that might indicate an area that needs improvement as a system.
A4) Only if you are able to use the results/data, to guide your future instruction. Otherwise it is a waist of time.
A4: True, it is something we can use as a measure, a single measure, not the whole ball of wax!
Guide future discussion as well as reflect on what you have done as a teacher. Reflection leads to improvement
Q5: What tools or processes best support growth and continuous improvement in your school/district?
This is a powerful way to use SA data. Look at results over time. https://t.co/xYgNqDl0sJ
Our school uses the data to identify trends across multiple grades that might indicate an area that needs improvement as a system.
The data drives the change, drives the instruction! personalizes your PD! https://t.co/sNIgkl3M7k
A4) Only if you are able to use the results/data, to guide your future instruction. Otherwise it is a waist of time.
Problem is that these tests are designed for MACRO reflection, NOT micro (class or worse, ind. S) Keep perspective on design.
Sorry, forgot introduce myself. Jacob middle school math. from Saint Louis area of Missouri.
unfortunately I don't believe this is a norm for our state. How are other school districts using the data?
A4.2: standardized assessments as the only factor is like major league baseball only using batting average to judge success.
Q5:
https://t.co/ro0lYH7UEm
Q5: What tools or processes best support growth and continuous improvement in your school/district?
A5. Formative assessments that focus on the Priority or Power Standards that we identify for our schools.
All data should tell us 3 things: 1) Did we do what we set out to do?; 2) How well did we do it?; 3) What do we plan for?
A5) The best process is meeting monthly with grade level teams to discuss student achievement and student data.
A5-Our K-12 Bobcat time (MTSS) gives us a carved out time for targeted interventions and extensions to best meet students’ needs.
A great practice, Mark. High-leverage with great decisions to follow I'm sure. https://t.co/O7mA2NJK1t
A5) The best process is meeting monthly with grade level teams to discuss student achievement and student data.
A5: Classroom/School Data Centers, Assessment Wall, weekly collaborative T gatherings, monthly PD, and IC coaching cycles
A5: Following the leadership of , Mike & Rebecca Dufour, using the PLC process & its 4 guiding Qs.
And a fine good evening to all of you. Darin, 6th/8th RLA teacher from NE Iowa, just fashionably late! :)
A5 for teachers: real meaningful and applicable PD. And for students: standards reference grading.
YES! Essential ?s.
https://t.co/2DXpHYdkDr
All data should tell us 3 things: 1) Did we do what we set out to do?; 2) How well did we do it?; 3) What do we plan for?
A5: PLC level assessments are the most valuable esp those that measure skills and are used multiple times per semester.
A5: Standards-based goals, benchmarking assessments to eval programming, and timely, formative assessment to inform instruction.
Q5: Grade level meetings weekly and monthly meetings w/ AEA, admin, & title services to disucss data, achievement, and strategies
A5: PLCs/MTSS teams meeting weekly to look at academics and behaviors. Adding TLC positions next year will enhance even more.
A5 I have seen growth this year with Ts having access to data knowing what to do w/ and personalizing instruction for all students
A5 Frequent communication on fresh data w all voices at table leading 2 targeted instruction 2 meet S need https://t.co/Ahj180ITpF
Q5: What tools or processes best support growth and continuous improvement in your school/district?
A5 Weekly grade level meetings as well as individual teacher meetings. Working on more of a data focus. https://t.co/nGZNRTQOyn
Q5: What tools or processes best support growth and continuous improvement in your school/district?
A true PLC process that is focused on student data and student growth
A5: Weekly grade level meetings, bimonthly faculty meetings, monthly meetings with AEA
There is one certainty after watching the chat take place. Our students are in great hands with you leading the way. Grateful.
A5: Students self assessing, reflecting, tracking progress and setting goals- supporting self-efficacy, growth mindset, resiliency
With SRG: Ts meet consistently to go over data to figure out how to reach S's as a whole or groups based off of the standards
A5: PLC guiding questions with ongoing formative assessments.
A6: Goal setting conversations/tracking with students, data teams, collaborative learning teams, constant communication
Use the data to reflect on cohort of Ss how to bridge the gap.
A5: Admin & teacher leaders in classrooms, watching kids learn & gathering feedback to share with Ts to shape their craft/skills.
Fresh look is important so we can see how Ss are progressing over time. https://t.co/RfjuRAnLbe
A5 Frequent communication on fresh data w all voices at table leading 2 targeted instruction 2 meet S need https://t.co/Ahj180ITpF
Q5: What tools or processes best support growth and continuous improvement in your school/district?
A5: Our weekly data team meetings, along with monthly grade/content level meetings. They give us a real insight into our Ss.
Yes, self-assessment is so powerful when students internalize its value. https://t.co/VkzOJ5a8za
A5: Students self assessing, reflecting, tracking progress and setting goals- supporting self-efficacy, growth mindset, resiliency
An example of an assessment wall that guides all of our literacy decisions. A tremendous tool! https://t.co/rY5LoiNbvl
We can talk at any time to share documents and processes to get this work going if you like. Here to help.
and when personalizing instruction Ss take more ownership of their learning.
Protected time to collaborate, and time question why the data collected is what it is. Then creating a plan to build on successes.
it's important as educators to stay open to new ideas & constructive criticisms
Q6 is right around the corner!
take data and use it, what does it show you for the snippet of time. How to bridge the gap?
All of these are important for Ss and Ts alike! https://t.co/zZ5998Hwo5
A5: Students self assessing, reflecting, tracking progress and setting goals- supporting self-efficacy, growth mindset, resiliency
we have specific time during the week to reach out to small groups for reteach/another attempt
Q6: Share successes and challenges your school/district has with keeping assessment results in perspective?
agreed. If we stop learning, it's time to find a new profession.
A5: data walls and a regular structured process for data conversations; teacher voice, too
Bridging the gap requires the PLC. Great Ts brainstorming to enhance Ss performance
will be starting in 15m, stop on by
W.special guest David Langford
Yes. This. Students have to own their learning https://t.co/d3YsyuJluT
A5: Students self assessing, reflecting, tracking progress and setting goals- supporting self-efficacy, growth mindset, resiliency
A6: keeping the mindset on growth. Students individual growth. Class growth. School growth. Growth mind set.
A6) Challenege is keeping the perspective that standardized assessments are just measuring one point in time.
A6: The biggest challenge is committment to the process & buyin w/the members. The success comes when Ss are reaping the benefits.
A6: Success is that we have staff who have bought in to keeping things in perspective. Challenge = public and misleading info.
A6a: Success: We’ve done a good job of ID-ing the different purposes of varying assessments & using results for which intended.
great visual tool - doesn't leave room for Ss to be left behind. Always in full view.
We use the Leader in Me to help with all of these!
A6 Leaders have emphasized dist asses are just one tool, not an end all be all https://t.co/W0WLyfO6eh
Q6: Share successes and challenges your school/district has with keeping assessment results in perspective?
Regular conversations help us to avoid being stagnant and not growing. Keeps us going forward. https://t.co/hLaxcTPcpt
A5: data walls and a regular structured process for data conversations; teacher voice, too
A6b: Challenge: We give too many assessments which takes too much time away from instruction. We have to weed the garden.
Ts working together! You have to have a team mindset that "they are all our kids" idea
A6- Valuing regular meetings to analyze classroom assessments to strategize and bring all ideas to the table.
A6 The scores should be seen as only one part of the progress of a student. Must celebrate growth. https://t.co/e3Cr1OPv9F
Q6: Share successes and challenges your school/district has with keeping assessment results in perspective?
reteaching small groups at the "circle" table supports one to one explicit teaching
Sounds like you're in a great place, Scot. Keep things in perspective and make the right thing the main thing.
A6: Challenge is the high stakes that are placed...retention, SINA/DINA. Success is keeping things in perspective.
Amen! School mindset!
From Janitors to lunch staff, etc. Village to raise Ss.
A6: I think that a big thing is that we sometimes get consumed with product over process - needs to be reversed, focus on growth
A6: Understanding that assessment is more for our learning rather than just a "test"for the grade book. https://t.co/VKn8xWVu86
Q6: Share successes and challenges your school/district has with keeping assessment results in perspective?
When Ss wrestle with the task - learning happens. Data showing cohort improvement checks what still needs to be done
When we develop great processes, the results will take care of themselves I think about Nick Saban in this regard.
A6: We can say the assessment is "one piece of data" but in reality, that one piece could mean the difference of retention or not
10m away, stop by W.special guest David Langford
A6 Success-stu data binders-monitoring their progress. Challenge-digging in & getting data that is going to give the most leverage
A6: Success - digging deeper into the data. Challenge - understanding this is one part of a much bigger picture.
Our final question is coming up in just one minute. This chat has been worthy!
Correct, so instead, focus on what we can do now in order to prevent that from happening! https://t.co/0FozAPZ8uj
A6: We can say the assessment is "one piece of data" but in reality, that one piece could mean the difference of retention or not
Q7: What is your plan in order to keep assessment results in perspective so they’re more than a number?
this is great! And some kids need to "wrestle" a little longer than others at a specific topic.
A7- Continue trying to make our DT process more real in order for Ts to see the influence they can have on Ss and each other
Q7 already…… quickest hour of the week! https://t.co/4eV9VZNxSM
Q7: What is your plan in order to keep assessment results in perspective so they’re more than a number?
You have to watch the videos that demonstrate with learning!
A7) Focus on the growth of individual students and various groups of learners.
A7: Continue to have professional conversations around the results so that they are not just numbers but lead to growth.
A7 consistent feedback on formative assessment. Each assessment is just another opportunity to show growth and proficiency.
A7 to help Ts access student data and help them read it to better instruction for all Ss https://t.co/5aKiy1Oasd
Q7: What is your plan in order to keep assessment results in perspective so they’re more than a number?
A7: Keep talking positively about Ss data with other Ts. Then follow up with small group instruction w/ Ss needing more support
A7: Utilize assessments to make best decisions while taking results at face value. Kids are more than a number on a spreadsheet.
A7: Stay true to the PLC process and committed to the idea that all students can learn and they can learn at high levels.
Feedback is so critical. Thank you for the excellent reminder.
A6: Success is looking at standardized testing results and knowing that there are interventions in place for Ss not proficient
A7 Learn from the results, celebrate growth, set goals with students and families, adjust instruction. https://t.co/Xi2GTPo0xi
Q7: What is your plan in order to keep assessment results in perspective so they’re more than a number?
A7: Remembering that both quantitative and qualitative data play a role in decision making.
A7: Continued conversations around the Ss and Ts, not just the process and results.
Made this last year w/students- pump them up!
Uptown Funk- Assessment Parody by Grant Wood Elementary https://t.co/MWKOs6vw3A
Celebrate individual success with students, parents, admin. Makes a huge difference when Admin tells a S great job!
Yes, yes, yes, and yes. Well said, Jay. https://t.co/J2hbWHL68b
A7 Learn from the results, celebrate growth, set goals with students and families, adjust instruction. https://t.co/Xi2GTPo0xi
Q7: What is your plan in order to keep assessment results in perspective so they’re more than a number?
5m away, W.spec guest David Langford
Gotta jump out a bit early. Thanks to and all participants for another great tonight!
Great to see you and thank you for all of the contributions, Mike. Be great this week.
a great reminder that I may not have the best idea to teach that content to that S. I work with other professionals!
Sounds like a great plan!
https://t.co/t721OWgnqf
A7: Keep talking positively about Ss data with other Ts. Then follow up with small group instruction w/ Ss needing more support
And remember, you WILL make a difference this week. What kind is ENTIRELY up to you. Make it a great week, everyone!
A7: Just keeping that "growth mindset" in front of all the Ss (and Ts too!).
Using the data with staff, breaking it apart, discussing data to better understand Ss learning and bridging gaps
A7: Focus on growth and next steps instead of only focusing on the number.
Simple and effective! https://t.co/wThrNW89Wi
A7: Just keeping that "growth mindset" in front of all the Ss (and Ts too!).
A7 Judge for consistency. Is results consistent with what we know? True reflection? Statistical merit?
A7: Focus on formative assessments and meeting Ss needs, as well as celebrating the small victories
Yes! AND bringing students into the conversations! https://t.co/zL6qqKJqUU
Using the data with staff, breaking it apart, discussing data to better understand Ss learning and bridging gaps
A7.2: Make the data actionable. Make decisions to improve instruction, make adjustments, improve conditions, etc.
Ss who get to live relevant learning, problem solving, and creativity will be prepared to take any assessment in stride
Thanks to co-moderators and . Be sure to follow some new friends to grow your PLN!
Thank you for joining us & sharing your thoughts on . It is always great learning with all of you.
keeping it simple for not only us, but for our students too!
YES! It’s SO much more effective when the Ss can be in on the conversation! https://t.co/rqUHGnk6tJ
Yes! AND bringing students into the conversations! https://t.co/zL6qqKJqUU
Using the data with staff, breaking it apart, discussing data to better understand Ss learning and bridging gaps
Yes!! collaborate make learning transparent
Thank you to co-moderators and . Bringing all kinds of energy to us since January 2016!
Thanks again for the power hour! Awesome thoughts flowing right now! rules https://t.co/briIHkfO1g
Thanks to co-moderators and . Be sure to follow some new friends to grow your PLN!
Thanks, ! Great conversation tonight!
Be sure to also follow some of the new friends you met on to continue the conversation & grow your PLN.
Sometimes, we get so caught up in the "stuff" of education, that we forget simple sometimes is best!
Well done, Dan. I enjoyed learning with the family tonight.
Thanks for letting me jump in. Sorry, reconnecting to Twitter to keep learning. Thanks for everything!
