This toolbook is finally done. And I am sure proud of it. For a lot of reasons. First of all, it has just about everything a school team member needs to be successful working with the Comprehensive Needs Assessment process. Second, I developed the entire project in OneNote so you’ll be so organized you won’t know what to do with yourself. (Just pat yourself on the back, because you’ll be looking so durn smart.)
The ground-breaking tool not only has what you need to work through the CNA process, but I’ve also included all of the templates, too. Loads of them. Over 100 in all. Templates for data. Templates for problem-solving. Templates for Root Cause Analysis that you probably have not used before. Templates for name plates, agendas, sign-in sheets, school improvement plans, Smart sheets, and so much more.
And, the templates are so easy to retrieve. They are all right where I talk about them in the toolbook. There’s no going to the back of the toolbook, or another source, or a website – it’s all right there.
How about a quick preview?
Want your own copy? Here’s where to order.
You’ll be amazed at the power of the protocols you’ll have in your hands!
Get to Know Michigan’s New Reading Law – in this beginning-of-year activity, staff will learn key information related to the new reading law through a custom graphic organizer and a corresponding question set. (This is specific for the 2017-2018 school year.) I actually had a lot of fun designing the graphic and I hope you’ll enjoy using this with your teachers. You know superintendents want you and your teachers to know this information!
Additional Resources Cited in the Graphic Organizer
It’s official. You have likely heard that the new cut scores were coming. Well they’re here.
When the MDE sent a memo out this week reminding everyone that historical data with the new cut scores attached would be released on Novemember 3, 2011 – I jumped into action.
I’ve put together a few materials that should be useful to you as you get to know your new cut scores.
DOWNLOAD THE 14 PAGE PDF HERE. And do let me know if there’s anything else you need.
Exit slips are as tool to check for understanding and get a sense of where your kids are on just about any topic you want. They are so easy to implement.
I’ve written basic directions and examples for using exit slips in your classroom.
Don’t let this idea slip away!
Click here to download the three-page document for working with exit slips.
Writing is a tool for thinking and learning. It doesn’t matter what content area you teach, you’ll find many opportunities to help students think through writing.
This quick overview gives a couple of ideas for having students write about data from a line graph.
Download the overview sheet and examples of having elementary students write about data.
In this pdf, I’ve included examples of analysis questions for two different line graphs. Both of these are for the elementary level. For each set of questions, I’ve also included a large size of the graph that you can project and/or give students as they work to answer these questions.
Download the pdf of the Analysis Questions for a Line Graph.
Remember the Success Sequence: Draw, Talk, Write. Have the students use the visual and talk about the answers – preferably in a structured way as you call out the question. Then have students write about the graph.
One of the simplest things you can do to help students think deeply about visual material is to write analysis questions for the different types of visuals you use with students. This example is for bar graphs – and I’ve included two examples to give you an idea of how these questions might look. (I’ll be adding a whole series of analysis questions for different types of visuals, so be sure to check back often and/or subscribe to this blog.)
Overview Sheet – Analysis Questions, Bar Graphs
Analysis Questions, Bar Graph, Band Instrument Choices
Analysis Questions, Bar Graph, 3D Movies
After students talk about the information in the graphs, based on the guiding questions you provide, have them write a summary of what the graph says. You can make this a short and sweet summary that uses bullet statements or you can have students write a full paragraph. When you give students a chance to talk about the questions BEFORE having them write, they’ll do a much better job with the summary.
Use the graphs. Get students talking about the information in the graphs. Watch them develop deeper understanding because you guided them through deeper thinking of the material. And as always, don’t forget to add your own good questions. You may even want to add some here!
I want to share a piece I wrote a number of years ago. I love the rubrics designed by the fine folks at Northwest Regional Educational Laboratory, but I wanted to unpack the rubrics. By unpacking the rubrics, I can get to data that allows me to see the specific parts of the problem-solving process in mathematics for which students need help. I hope you’ll read the article and add an idea or two to your assessment toolkit. Download the article here.
Download a copy of Northwest’s Mathematics Problem Solving Grid.
You’ve likely heard about using data to inform student achievement. You’ve also likely used assessment data from your state tests to try and do that. There are many ways to use data, including the kinds of data you collect in your classroom. This short piece describes how to use data from a rubric to form flexible groups for instruction. Download the pdf to learn more about how to use this data strategy.
You may also want to download a copy of the kindergarten rubric that is used in this strategy.
With the end of the school year comes time for district and school staff to determine how well students have learned. School Boards do this also. If you want to measure student achievement at higher levels, one way is to look at how your state sets its achievement bar on the state tests your students take. By law, the state tests must measure what it is the state determined that students will learn. I know, I know – that is a novel concept. But let me share with you what we’ve learned and how that impacts student achievement in your school, district, and state.
I’ll use an example from Michigan here. Michigan gives its state test in the fall of each year. One of the things the state determines is what constitutes proficiency for each test – in other words, how many questions a student must answer correctly in order for a student to be considered proficient. In 7th grade, a student has to answer only 34% of the questions correct in order to be deemed proficient. Do you think that’s a problem? I certainly do. If we have students who we report as proficient when they are performing well on only about one-third of the test, how are we preparing them for high school? For college? For work?
Look at the graph on the left. The blue line on the graph shows the percentage of questions a student must answer correctly in order to be proficient in mathematics on the MEAP test for grades 3-8. The bar is set lower than most would like. (I have yet to talk with an educator in Michigan who thinks the bar is just right or too low.) This can be an issue in terms of school improvement because we can have 90% of our students proficient, but if the bar is so low, what does that really mean the students know? Are they really showing proficiency?
District staff, building-level staff, and school board members can step up to the plate here and raise the bar. How do you do that? In addition to keeping a check on the percentage of students who are proficient on the MEAP test by the state’s standards, you can raise the bar and add another measurement that reflects your own higher standards. The red line represents a bar in which a district says that to show success on the MEAP test, students must answer 75% or more of the questions correct.
So consider raising the bar and expecting more from the students for whom you are responsible.