Inquiry-based Decision Making in Content Areas

Ric Seager - Bronson Community Schools

How does our school help students to use their minds well?

What are our school’s struggles and challenges in helping students use the minds well?

“Authentic PLC’s are exceedingly rare in schools; unsupervised isolation is the norm.”

Mike Schmoker

“Excellent teachers modify their curriculum based on data collected from student learning.”

“Excellent teachers take responsibility for failed student performance.”

Platt, Trip, Ogden, Fraser

“Too often, school is a process of stimulus-response. The work cycle is: Do it, Turn it in, get your grade, forget it…But learning is greatly strengthened when (students) have time to look back…to digest and debrief, to recognize broader principles and understand how they overcame obstacles.

Zemelman. Daniels & Hyde

Do you agree or disagree with this premise? Take a stand….

A Professional Learning Community, or

PLC is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field.

http://en.wikipedia.org/wiki/Professional_Learning_Community

Professional Learning Communities seek to

promote life long learning for its members through a safe and supportive working and learning environment which encourages collaboration, innovation, sharing and the development of partnerships.

http://www.learningplace.com.au/deliver/content.asp?pid=13525

I. What do students need to know and be able to do?

II. How will we know when they have learned it?

III. What will we do for those who haven’t learned it?

IV. What will we do for those who already know it?

ENC - 2001

1. Begin with a question

Whose Question is it? Answerable and Meaningful.

2. Examine the data

What data is available? Narrative Statements.

3. Raise questions about the data

Don’t jump to conclusions or solution. Let the data ‘speak’

4. Interpret the data

What ‘testable’ hypotheses can you make?

5. Propose actions / interventions Include monitoring activities

Easily disaggregated

Skill-based; objective-based

Routine, embedded, accessible assessments

What’s Good/Bad?

Standard/ClusterTeacher C - Fall -

21 StudentsTeacher C - Winter -

20 StudentsAdequate Progress

(>50% ?)Teacher D - Fall -

21 StudentsTeacher D - Winter -

23 StudentsAdequate Progress

(>50% ?)A.FO.06.03 62% 90% 100% 90% 83% 100%A.FO.06.04 33% 75% 100% 57% 74% 100%A.FO.06.06 36% 25% -33% 31% 37% 16%A.FO.06.07 24% 50% 57% 29% 43% 35%A.FO.06.11 43% 70% 100% 60% 65% 54%A.FO.06.12 24% 55% 68% 29% 48% 47%A.FO.06.13 17% 35% 34% 19% 20% 2%A.PA.06.01 38% 95% 100% 86% 78% 100%A.RP.06.02 29% 85% 100% 57% 65% 65%A.RP.06.10 52% 85% 100% 95% 87% 100%D.PR.06.01 43% 75% 100% 62% 48% -191%D.PR.06.02 48% 75% 100% 62% 78% 100%G.GS.06.01 10% 20% 17% 38% 30% -26%G.GS.06.02 43% 50% 27% 33% 57% 66%G.TR.06.03 43% 80% 100% 52% 65% 75%G.TR.06.04 38% 90% 100% 86% 91% 100%M.TE.06.03 43% 30% -49% 43% 26% -65%M.UN.06.01 10% 20% 17% 5% 26% 33%N.FL.06.02 38% 58% 64% 48% 54% 28%N.FL.06.04 24% 78% 100% 40% 50% 34%N.FL.06.09 38% 75% 100% 57% 78% 100%N.FL.06.10 19% 43% 48% 45% 26% -78%N.FL.06.12 38% 55% 54% 60% 54% -64%N.FL.06.14 31% 65% 89% 50% 57% 36%N.FL.06.15 33% 25% -22% 24% 24% 0%N.ME.06.06 29% 65% 89% 52% 43% -52%N.ME.06.11 10% 80% 100% 43% 52% 34%N.ME.06.16 38% 60% 70% 22% 54% 68%N.MR.06.01 38% 80% 100% 71% 57% -840%Class Average 33% 59% 72% 46% 51% 21%

ELA Teacher

GradePeriod

Fall Text Level

Spring Text Level

Adequate Progress

?

Fall Oral Reading

Rate

Spring Oral

Reading Rate

Fall Fluency Score

Spring Fluency Score

Fall Comprehens

ion

Spring Comprehensio

n

Keller 5 2 40 50 YES 101 109 9 12 13 15

Keller 5 2 50 70 YES 147 135 13 14 16 19

Keller 5 2 60 70 YES 128 146 13 13 16 16

Keller 5 2 60 70 YES 132 136 13 14 17 18

Keller 5 2 50 70 YES 127 130 14 14 20 19

Keller 5 2 24 30 NO 90 84 11 13 14 17

Keller 5 2 30 38 NO 78 114 11 12 15 20

Keller 5 2 34 40 NO 118 105 11 12 12 16

Keller 5 2 50 70 YES 138 144 10 13 15 18

Keller 5 2 10 14 NO   55     19 24

Keller 5 2 34 40 NO 118 130 11 14 12 18

Keller 5 2   14 NA   54       19

Keller 5 2 20 30 YES 60 81 11 13 12 17

Keller 5 2 38 50 YES 95 124 12 14 21 17

Keller 5 2 34 40 NO 113 117 13 13 17 15

Keller 5 2 38 50 YES 93 117 11 13 14 17

Keller 5 2 50 70 YES 115 131 12 13 13 15

Keller 5 2 40 70 YES 144 137 13 14 16 18

  5TH Start   Mid  

Lexile DRA DRA Change DRA Change

        1/16  

  58 60 7 68 13

830-980 50 80 30 80  

856-1006 50 50 0 70 20

1009-1159 70 80 10 80  

748-898 34 40 6 50 10

865-1015 50 60 10 60 0

714-864 40 40 0 50 10

454-604 50 40 -10 60 20

844-994 38 50 12 50 0

563-713 60 80 20 80  

533-683 30 40 10 50 10

884-1034 60 80 20 80  

872-1022 50 70 20 70  

617-767 50 70 20 70  

933-1083 80 60 -20 80 20

844-994 70 80 10 80  

661-811 60 40 -20 60 20

598-748 70 60 -10 80 20

  60 80 20 80  

  50 60 10 70 10

      0 70 70

Ric Seager - seagerr@bronson.k12.mi.us