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LET’S TALK ABOUT HOW WE’RE REALLY DOING.

LET’S TALK ABOUT HOW WE’RE REALLY DOING. NOT JUST HOW WE SEEM TO BE DOING. HOW HEALTHY IS OUR READING SYSTEM?. WHAT DO WE KNOW FROM THE DATA?. discovery. “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”. WHY. HOW. WHAT.

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LET’S TALK ABOUT HOW WE’RE REALLY DOING.

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  1. LET’S TALK ABOUTHOW WE’RE REALLY DOING. NOT JUST HOW WE SEEM TO BE DOING.

  2. HOW HEALTHY IS OUR READING SYSTEM? WHAT DO WE KNOW FROM THE DATA?

  3. discovery. . . “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”

  4. WHY HOW WHAT

  5. WHAT IS YOUR ASSESSMENT IQ?

  6. The Health of 3rd Grade Reading in Missoula

  7. WHAT DO YOU NOTICE? WHAT DO YOU WONDER?

  8. Observation and Ladder of Inference

  9. What is ongoing Data? • Data that are collected on an ongoing basis AND are analyzed and used to inform future instruction as well as assess student learning.

  10. The Dangers of Assumptions Think about the potential implications when we assume students’ mastery of a skill or concept, when in fact they do not have a real understanding.

  11. Now What? • Looking at the results closely • What are concepts and skills with which individual students need more support? • What are the concepts and skills that you taught, or at least thought you taught, but students didn’t learn? • How can using ongoing assessment influence instructional development?

  12. Identify A Learner-Centered Problem • 53% of 3rd grade students are Benchmark on Dibels • 96% of 3rd graders are proficient or advanced on MontCas reading • 76% of 3rd graders are grade level on MAP reading

  13. Identify A Problem of Practice • What are we not doing? • What could it be? • What could improve learning?

  14. Identify Possible Solutions …?

  15. What will we see in classrooms?

  16. Where will we look for evidence of improved student learning…?

  17. What is “leadership”?... 3,2,1 … 3 Questions: Why? How? What? 2 Paradoxes: Diving in/stepping back Complexity/simplicity 1Focus The Instructional Core

  18. Vision Hope Trust Energy Ideas

  19. Vision • Why? • Picture of what it looks like • Tip: It’s easy to lose the “why”—reinforce constantly; • Encourage questions

  20. Hope The belief that success (attaining the vision) is possible The belief that I’m a necessary part of the success—what I do matters Tip: Success—talk about it, analyze it, celebrate it, experience it!

  21. Trust • Respect • Relationships • Integrity • Tip: KNOW people

  22. Energy • Physical • Mental • Emotional • Spiritual • Tip: It’s okay to have fun!

  23. Ideas • Stretch • Focus • Tip: Stretch and focus

  24. “Be patient toward all that is unsolved in your heart and try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.” --Rainer Maria Rilke, from Letters to a Young Poet

  25. Change . . . “Unless you are prepared to give up something valuable you will never be able to truly change at all because you’ll be forever in the control of things you can’t give up”. - Andy Law Creative Company

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