The Breakfast Club – #BFC530 – is a 15 minute, 1 question Twitter chat every weekday. We chat in 4 timezones Mon-Fri – 5:30am Eastern, Central, Mountain, and Pacific Times. The mission of BFC is to empower participants to make a difference in education by engaging in consistent reflective practice in a supportive community that inspires and challenges one another.
Good morning #BFC530! I'll be presenting "Flipping Feedback - empowering Ss as you take back your weekend" on #MADpd, May 6th at 11 a.m. Check out my intro video at https://t.co/wZQkO8CEtu
I'd love to have some of you join me!
I think, in schools, we need to be careful not to only look at data to support the positions we already have. Data should lead to more in depth questions more often than it leads to answers. #bfc530
We are most focused on reading data; MAPS, SBAC and fountas and pinnell. While I read all of that data and will use it as a piece, my most important data is observation and interaction with students (what I SEE on daily basis) #bfc530
Our district focuses on MCAS (state tests), my school uses MAP testing. I find observations & formative assessments most useful for day to day teaching & learning. #bfc530
In my opinion, my district looks at county benchmarks, checkpoints, and, of course, state testing. Although projects are my favorite, conversations give the best info. #bfc530
Most useful data...daily observations and conversations with students...real-time data. This kind of data gives me the truest picture of learning progress. #bfc530
Teaching/Learning should be driven by data ... it should not be on a perpetual quest in search of more data or just about data collecting activities. #bfc530
We are forced to focus on CFAs created from our current quarter power standards. Pretest, teach, post test, intervention, retest, etc. The problem is that most teachers have their plans finished prior to pretest, and never adjust based off of the results. #bfc530
Of all the testing, I like the NWEA "MAPS" tests. They are relatively fast, give you immediate feedback, and can be taken quickly online. It also sets quarterly growth goals. Easy to read the results. In my opinion, we should just replace PARCC with it. #bfc530
School data focused on numbers: scores on all standardized tests=PSAT, PARCC, SAT, etc, how many Ss take APs. SGOs. Classroom: are Ss engaged, are they learning, skills improving, etc. #bfc530
I’m starting to use Google’s “Activity dashboard” data as a way to personally reflect upon student engagement with digital assignments #bfc530https://t.co/uDYwV6PAVc
Agreed. I don't even think of it as data, I think of it as understanding my students. I don't want to look at them like numbers. They are people:) Just saying...
#bfc530
Most useful data...daily observations and conversations with students...real-time data. This kind of data gives me the truest picture of learning progress. #bfc530
Good morning! Our school uses testing data & climate surveys to develop school goals, but Ts create own goals in classroom according to their own data-I combine last year’s plans, our team pacing guide, and where each class is ‘today’ to determine what comes next #bfc530
The data that matters to me shows whether students are making school meaningful for themselves. What are they writing about? What are they telling their families? How much are they revising their work? How much are they reading? Are they asking questions? Asking for help? #bfc530
#bfc530 Data provided by #students is most useful. When we finish a mahor assignment, they ofen do a form for feedback: What did you like? What was too hard? Include them in the process!
Personally, observing/chatting with students as they attack a real world problem gives me all the insight that I need to see the gaps and produce the next sets of lessons/activities. #bfc530
My school has talked a lot about credit accumulation in recent years. What happens if you fail just one credit in grade 9 vs not? (the data shows it's not good & gets worse with each year).
#BFC530
The problem isn't the state testing ... it is all the "data collection" activities that being used to ensure ids score well on the test ... kids are in a perpetual state of testing or "progress monitoring" #bfc530
Chapter 12 of EMPOWER Your Students is about how teachers can collect and analyze their own data to see how students are making class meaningful for themselves. #bfc530
Yes, and I like how this reminds us that "data" is not just numbers. In fact, the most helpful information you glean from the students may not even be quantifiable. #bfc530
This is the data that's most interesting to ME. After going to @SpEdcampNJ I was curious to look at graduation outcomes based on placement (self contained, inclusion, etc) #bfc530
As part of our implementation of MTSS, we are shifting to a more comprehensive data evaluation system that includes student outcome and implementation data, including universal screening system data on attendance, behavior, SEL, and academics. #acsmtss#bfc530
Some of the most helpful data comes from formative assessment. It can help confirm or refute my own observations or impressions of what the Ss are comprehending or not comprehending. #bfc530
Yes and no. Learning targets help us all, but I don't find many "standardized" assessments that give data for many learning targets. In science at least. #bfc530
Yes, and I like how this reminds us that "data" is not just numbers. In fact, the most helpful information you glean from the students may not even be quantifiable. #bfc530
We're trying to do the same with English learners - looking at data from long-term students to determine what factors contribute, and then identify students who need support to help them avoid the same situation. #bfc530
Most useful data...daily observations and conversations with students...real-time data. This kind of data gives me the truest picture of learning progress. #bfc530
It begins with creating a classroom culture where students feel safe to share what they think, what they do, etc As a teacher I can not tolerate a student belittling another. If that happens, a "don't share" vibe ripples throughout the class #bfc530
I think so in my room, for sure. Excited students want to come to school and want to work hard. That is always my goal, “get them to drink the kool-aid” then I am golden to teach them anything. #bfc530
In reply to
@DrKnicki, @TCMSPrincipal, @ChristineBemis2
imagine ... spending a 25% of your day in a room focused totally on your deficiencies ... would be like us spending 25% of our day analyzing why we suck as a person ... eventually it will wear on your psyche. #bfc530
I agree. Reading levels, math benchmarks, AimsWeb, MAP, formative & summative assessments. At what point are we actually focused on teaching & learning for learning's sake? #bfc530
We have student growth objectives as I don’t teach a tested area so we come up with our own assessments for growth in several areas. The tested areas look at growth based on standardized test. For me it doesn’t really make me feel more in tune with data as a measure of growth
I'm mainly focused on English learner data for our division. Test scores, population, course marks... I'm most interested in providing schools with information that helps them support their English learners. #bfc530
I think the SBAC is a good indicator of grit..can a child power through the length of the test; or will they give up. I am lucky that I can convince my thirds that it is fun #bfc530
One of the reasons I feel like my special ed students need access to electives! All day in smaller classes with no typical peers and no time to relax #bfc530
In reply to
@DennisDill, @BrysonBridget, @cybraryman1
Yes! I need to get back to this..I’ve been living in test data land for about 10 years. Enough! Trying to convince others to #TestLessAndListenMore. #bfc530
Since growth is constant, I always have had issues with grades and levels. There is so much to a student that can’t be summed up in an average number because all students I’ve met aren’t average—they’re amazing! #bfc530
The only thing I'll add to this is the ability to retain. My kids will show mastery signs, and if I shelf it for a month, the new results are far from mastery. #bfc530
Yes we have done some of that in small learning teams. Some of my colleagues say it's the bets PD. I'm less sure about what gains we make from it. #bfc530
Have a fabulous day everyone! Yet again, you remind me through your conversations why I get up at this insane hour to talk teaching. Thank you all so much! #bfc530
Positive climate is a construct, it may mean different things in different schools. But data focused on ensuring we do not inherently put students at a disadvantage (disciplinary or educationally) is something valuable data can tell us #bfc530
In reply to
@LaurenPorosoff, @kathyiwanicki, @TCMSPrincipal, @ChristineBemis2
Quantitative data must have qualitative data to be useful. If you don’t know the why behind low attendance or grades you won’t be able to put real interventions or changes in place to help. There is always so much more to a # just like there is so much more to a student. #bfc530
The only problem is many times district requires the use of their data collection tools in the name of progress monitoring. Great idea, but in large districts, like mine, it becomes this long drawn out process that takes away from learning. #bfc530
We just had the district pick this for us on a college access level. I don’t disagree with the group the picked but I don’t know that they truly identified the issue that these kids are facing when that group was picked. #bfc530
In reply to
@wheeler_laura, @MrEandre, @LaurenPorosoff
YES! I love this! Who decides what "success" is? And who decides what makes a young person successful? Talents can't be measured on this "test" we are mandated to use. I nurture my students' talents in many ways that can't be measured. #bfc530#sunchat
The Google Doc viewing history has been especially helpful - confirmed that a VERY small % of students ever open the assignments outside of school #bfc530https://t.co/eWczBqXavy
Sometimes I think I take an anti-testing mantra at school is so kids can get a break from the laser focus on data collection ... call me old school, but I believe if I create engaging standards based learning activities the scores will be there. #bfc530
Let me know if you have any questions about it or new insights. I’m always interested in what other people are thinking about when it comes to working with freshmen. #bfc530
data is not evil ... however, the manner in which we go about getting it is questionable ... good for data collection not so much for learning. The collection of data should NOT take away from learning time. #bfc530
Now my brain is charged with ideas, how can I build in more time for electives or more open ended learning? (Genius hour, passion projects, etc). Thanks for the inspiration! Love my #pln#bfc530
In reply to
@shighley, @DennisDill, @BrysonBridget, @cybraryman1
SAT, STAR for Ss. Currently, our AVID site team is seeing how many Ts have been exposed to AVID pieces: WICOR strategies, Socratic Seminar, Focused Note-taking. @AVIDMWStates@AVID4College#BFC530
In reply to
@BFC_530, @BrianHerb17, @AVIDMWStates, @AVID4College
So, for example, our school goal this year was to reduce the gap in performance when looking at SE & SPED as compared to typical. We then wrote vertical goals towards that same end. That is really the only time ‘Test’ data is considered-everything else is ‘now’ data #bfc530
Good morning! Our school uses testing data & climate surveys to develop school goals, but Ts create own goals in classroom according to their own data-I combine last year’s plans, our team pacing guide, and where each class is ‘today’ to determine what comes next #bfc530
Start by thinking Genius hour like ... we are all beholden to our standards so true free learning doesn’t really exist, we have to tap into what makes our kids “click” ... help discover passion as many kids don’t know their passion. #bfc530
In reply to
@DrKnicki, @shighley, @BrysonBridget, @cybraryman1
And data collection should not be the only purpose of the activity ... taking kids out of classes for quarterly data collection does not enhance learning ... it is called a disruption to the learning process. #bfc530
Data most interested in is engagement/attendance. My #alted Ss are notorious for disappearing/reappearing acts. Engagement is the core of what we do. The hope is it leads to greater attendance which leads to improving grades, projects, internships, etc... #BFC530
Most important are the documented observations I make as Ss are engaged in learning, using look-fors that reflect the learning goal. These indicators are focused on thinking & learning skills/processes, & conceptual understanding. #bfc530
I get the best data from daily interactions in the moment work. However as a SPED T I also get so much out of direct standardized 1 on 1 testing. Ss reveal so much thinking and doing that is missed during group and class time. #BFC530
What if we use data with students, rather than on them or for them? Then, could the collection (& reflection!) time double as learning time? Prepositions matter.™ #bfc530
data is not evil ... however, the manner in which we go about getting it is questionable ... good for data collection not so much for learning. The collection of data should NOT take away from learning time. #bfc530
Morning, #bfc530. School's focus is spelled out in intricate strategic plan: https://t.co/3N5wVvYrhf
My focus is on students' literacy mastery they can articulate & justify in their own words.
Personally connecting makes all the difference in building relationships. Kindergarten children have as much ability as adults, if not more, reading others’ emotions. Love their true authentic & empathetic ways! 💗🦋💕🌈🌸 They are my teachers! 🎈#bfc530
My school board tracks the language acquisition of English Language Learners. This is asset-based and answers "What can this student do". #bfc530#ELLocdsb
