Hair on Fire

1. Hair on Fire A Multi-Year Approach to Transforming Your Schools by Building and Leading a Data-Informed Culture

2. Teach like your hair’s on fire. ~RafeEsquith Education is not the filling of a bucket, but the lighting of a fire. ~W. B. Yeats

3. The Empty Chair“Chris”

4. Standards-Based Student-Centered Classroom CURRICULUM STANDARD The STUDENT ASSESSMENT INSTRUCTION

5. ZIP CODE 90210 65124 48846 48875 28513

6. 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

7. Creating a Phased Approach

8. 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.

9. 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

10. 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

11. Building a Data-informed Culture BuildingSMART GOALS PHASED APPROACH V Strategic Leadership one two three V V District GOALS • Where are we now? • Where are we headed? • How do we close the gap? Goals Established Tactical Progress Monitored Teachers

12. Tentative Plan for Math & ELA

13. 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: • 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

14. 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

15. Smarter Balance Assessment Consortium 28 states representing 44% of K-12 students

16. Formats and Componentsof Selected Response Items • Read the passage and then answer the question. • The National Aeronautics and Space Administration (NASA) leads research in space exploration and aeronautics. • NASA Gives Public New Internet Tool To Explore The Solar System • PASADENA, Calif. – NASA is giving the public the power to journey through the solar system using a new interactive Web-based tool. • The "Eyes on the Solar System" interface combines video game technology and NASA data to create an environment for users to ride along with agency spacecraft and explore the cosmos. Screen graphics and information such as planet locations and spacecraft maneuvers use actual space mission data. • "This is the first time the public has been able to see the entire solar system and our missions moving together in real-time," said Jim Green, director of NASA's Planetary Science Division at the agency's Headquarters in Washington. "It demonstrates NASA's continued commitment to share our science with everyone." • The virtual environment uses the Unity game engine to display models of planets, moons, asteroids, comets and spacecraft as they move through our solar system. With keyboard and mouse controls, users cruise through space to explore anything that catches their interest. A free browser plug-in, available at the site, is required to run the Web application. • "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." • 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 dating back to 1950 and projected to 2050. • The playback rate can be sped up or slowed down. When NASA's Juno 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. • 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 customize what they see, and video and audio tutorials explain how to use the tool's many options. Users may choose from 2-D or 3-D modes, with the latter simply requiring a pair of red-cyan glasses to see. • "By basing our visualization primarily on mission data, this tool will help both NASA and the public better understand complex space science missions," said Kevin Hussey, manager of Visualization Technology Applications and Development at JPL, whose team developed "Eyes on the Solar System." • "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 Interactive Conference in Austin, Texas. • Designers are updating "Eyes on the Solar System" to include NASA science missions launching during the coming months, including GRAIL to the moon and the Mars Science Laboratory Curiosity rover.

17. QUESTION • Select the two highlighted sentences that show that NASA makes predictions about the data space missions will generate before the missions occur.

18. 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. • 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.

19. 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.

20. Components of aConstructed 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.

21. Ionia/Montcalm’s Response

22. A Student-Centered Approach to CCSS Content Area __________ Grade Level/Course ____________________________

23. 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 WisconsinCenter 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

24. Webb’s Four Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

25. 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, well-known procedure or formula

26. South Dakota • DOK 1: What is the capital of South Dakota?

27. 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

28. South Dakota • DOK 2 Why is Pierre the capital of South Dakota?

29. Strategic Thinking: Level 3 • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitivereasoning • The cognitive demands are complex and abstract • An assessment item that has more than one possible answer and requires students tojustify the responsewould most likely be a Level 3

30. 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?

31. 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

32. 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.

33. DOK is NOT... • a taxonomy (Bloom’s) • the same as difficulty • just about using “verbs”

34. A Student-Centered Approach to CCSS Content Area __________ Grade Level/Course ____________________________

35. 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?

36. 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