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The end of the school year brings stress, tension, frustration but it also brings about a time to reflect on what has occurred during the school year. My hope is to continue the DATA CHATS with students during 2019-20.

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Presentation Schedule

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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CAASPP testing has started at SMMS! Lots of anticipation and stress... Some teachers are choosing to administer the Spring MAP before CAASPP but most are waiting until after.

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Round 2 Data Chat

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Presentation for Round 2 has been completed.  A brief review of MAP, 2 reports will be shared with each student; Goal Setting and Student Progress reports will be shared.

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10 out of 13 teachers have scheduled Data Chats. A few feel like there are just too many concepts and lessons that need to be presented to the students and opted out of Round 2.

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Teachers are asking about Round 2 Data Chats. I had 12 out of 13 teachers schedule a Data Chat time for Round 1; time of year will have a GREAT deal to do with the scheduling.

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Thinking about the 2nd Data Chat; how will I change my presentation, what will I highlight?

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I truly did not expect to have such great results! The survey that students took contained valuable information. I look forward to continuing my journey with a 2nd Data Chat with students which will include data from FALL and WINTER Math MAP tests.

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Minimum day for the students and the last day to complete tests to be recorded for the Winter score. There has been an effort to make sure as many students as possible have the opportunity to complete MAP before Winter break.

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As we prepare for a 3-week Winter Break, there is a "push" for students to complete their MAP test. I have assisted in this by inviting teachers to send students to my office to complete their test.  The Computer Lab on campus is another area being used for test completion.

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The week before Winter Break and there are quite a few students that have not completed their math MAP test. I have been sending updated lists to teachers that indicate the names of students that are still testing. The math teachers have done a great job allowing the students opportunities to finish testing.

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Data Chat Survey results were shared with administration and staff at SMMS,

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Math MAP testing will continue today through math classes.

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These days you can't open the newspaper or surf the Internet without seeing a headline about test scores. The problem with these headlines is that all assessments are lumped into the same category. Now data has become synonymous with high-stakes tests. Since when did data become the villain in the classroom?

Teachers have been using formative and summative data to inform their teaching for a long time. Interpreting data helps teachers understand how students learn, and how best to meet their needs. Historically, data has only been reviewed by adults. But what would happen if children were taught how to understand this information? Mind Shift, an educational website exploring the future of education, reported when students themselves identify, analyze, and use data from their learning, they become active agents in their own growth. They set personal goals informed by data they understand, and they own those goals.

Robert Marzano explores empowering students with data in his book The Art and Science of Teaching. His research shows a 32 percentile point gain in achievement when students track their own progress. Carol Dweck's research on growth mindset reminds educators to teach students how to overcome challenges in order to persevere. Put all this research together and you have the perfect recipe for a dynamic learning environment.

It is one thing to understand the research on student ownership of data; it is something else to figure out what that looks like in your classroom. Here are four easy steps to help you build students' understanding of their data and make powerful changes to your classroom.
1. Start Small, Stay Focused
Pick one subject area if you teach multiple subjects, or start with a single unit if you specialize in a particular content area. Regardless of the students' ages or the class curriculum, you may want to focus on one aspect of the curriculum such as vocabulary, reading fluency, or math facts.

Continue to narrow your focus by picking one objective, standard, or "I Can" statement to channel your energy. Determine how you'll communicate this to students. Post it on the board, make a poster, use a QR code, list the standard on a handout, or include it in a presentation.
2. Pick a Data Collection Technique
Once you know what you want students to focus on, it is time to figure out what type of data you want to share with your students, and how long the data collection will take place. Pre- and post-test grades provide an easy way to see what students know at the beginning of a unit compared to their mastery of content at the end.

Rubrics help students review explanations of the various skills assessed in the unit. It's not about the number of points associated with a student scoring "developing" or "proficient" in a category. Instead, the focus should be on the students' understanding of why they fell where they did. Many researchers prefer rubrics over weekly quiz grades because they are more consistent. It can be challenging to make sure the difficulty of a quiz is the same week after week.

Observational data can also be utilized. If you're focusing on speaking standards, have students record themselves reading using a mobile device. What about video recordings? Record students during literature circles, science labs, or other activities. We ask our National Board-certified teachers to record themselves; why not use this form of data collection with students?

Depending on your access to technology, you may be able to gamify your curriculum by using various apps. Have your students collect data from their level of mastery, or the badges they have earned. Many educational games and apps have quizzes built into them, providing easy access to data for your students.
3. Progress-Monitoring Options
You know what you want your students to be focused on, you have the data, so how do you teach students to interpret it? One of the easiest methods, loved by kinesthetic and visual learners, is the creation of graphs and charts. Students can graph their scores on pre- and post-assessments, their improvement over time on a rubric, or their progress on a mobile device assessment.

Checklists are also useful tools. At the end of a unit, ask students to reflect on their assessment or rubric score by having them complete a checklist recognizing what standards they mastered and which ones they're still working towards. A long-term idea could include students tracking when a specific standard was taught and revisited throughout the year to remind students of key concepts of the class.

There are a variety of reflective activities that require students to interpret data they've collected, or had shared with them. First, students can reflect on the specific learning objective, standard, skill, or "I Can" statement. Make reflection a habit in your classroom by having students answer specific questions every time they finish a unit, turn in a formal paper, or complete a summative project.

Larry Ferlazzo uses an improvement rubric with his high school students to have them reflect on what they've learned throughout the entire year. Other teachers have used video recording software, as opposed to writing, to have students explain their learning while showing pieces of a portfolio.
4. Make It Happen
Don't forget to think through the logistics of your plan, and how you want students to keep their data organized and safe. You know how items can get "lost." Have students create a separate section in their class binders, or on their mobile devices in an app like Notability. As you grow more comfortable with students monitoring their data, you may want to develop a folder, or even have students create their own data tracking binder.

You know you have everything in place for students taking ownership of their learning when they can answer the following questions: How do I know I'm learning? How do I know how I'm progressing?

Make 2016 the year you teach students not to be afraid of the little four-letter word: data. Remember, it's as easy as starting small, simply by selecting one data collection technique and teaching students to reflect on the information available to them.

How do you help students embrace data in your classroom?

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These days you can't open the newspaper or surf the Internet without seeing a headline about test scores. The problem with these headlines is that all assessments are lumped into the same category. Now data has become synonymous with high-stakes tests. Since when did data become the villain in the classroom?

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Link

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The window for Winter MAP testing opened on December 3. The school-wide testing day for math is today. Already been thinking about how my 2nd Data Chat will be different from the 1st. Testing will be continued in math classes until all students have completed the test. This may take 2 to 3 days, maybe more. Teachers have been asked to have MAP testing COMPLETED before Winter Break.

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Reading through the comments that were made by the students on the survey; I am pleased with the responses. Seems that a good majority of the students took the questions on the survey seriously.

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713 responses from students... I am amazed and excited to think that this represents about 50% of the enrollment.

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Goal for responses is 300; that would equal about 25% of the enrollment at Sunnymead MS.

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Data Chat Survey link shared with teachers. Students will be given time to compete during their math class.

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Final draft of Data Chat Survey ready to share with math teachers.

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First draft of Data Chat Survey. Asked for input from colleague.

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Data Chats with Mrs. Lindsey's 8th grade classes.

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Data Chats with Mr. Farha's 8th grade clsses.

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Data Chats with Ms. J. Hernandez'
8th grade classes.

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Data Chats with Ms. Orque's 7th grade classes.

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Data Chats with Mrs. Flicking's 6th grade classes.

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Data Chats with Ms. Silas 7th grade classes.

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Data Chats with Mr. M. Hernandez' 7th and 6th grade classes.

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Data Chats with Ms. D. Hernandez' 7th grade classes.

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Data Chats with Mrs. Kupfer's 6th grades classes

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Data Chats with Mrs. Henry's 6th grade classes

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Data Chats with Mrs. Avery and Mrs. Walkers 6th grade classes.