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Data Notebooks

A Presentation of Work Around Data Notebooks

michael roth

on 25 May 2010

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Transcript of Data Notebooks


May 24th, 2010
by Fairmont Immersion Academy Staff: Jessica Gillesby, Kori Leaman-Miller, Sara Romito, & Michael Roth "Our students draw life-shaping conclusions about theselves as learners on the basis of the information we provide to them as a result of thir teachers' classroom assesments." Rick Stiggins INTRODUCTION OUR STORY OUR PROJECT RATIONALE WHAT EXPERTS ARE SAYING WHAT STUDENTS ARE SAYING WHAT ARE STUDENT DATA FOLDERS? OUR PROTOTYPE DEVELOPING PERSONAL MASTERY Mission Awareness Mission Building Proficiency Awareness Historical Performance Awareness DEVELOPING LEADERSHIP Reflection Action Planning Progress Monitoring From an engineer's perspective, we are looking for the small parts that, when put together, make up this thing we call the achievement gap. The big gap is a picture of a lot of little gaps.

These gaps come from individuals within a subgroup of a learning organization.
To close the big gap we need each individual involved to take personal responsibility for his or her learning.

As educators, we have the responsibility to design the systems and structures that these students experience. What tools are we using to help students become aware of their gaps? Hudson Elementary School 1977 SALT WATER FISH IN A FRESH WATER TANK In 3rd grade Mr. Roth did not understand what he was supposed to learn. He found out at the end of the year that he needed to repeat 3rd grade. FBCS of WILMINGTON, CA At FBCS Michael was asked to set daily goals.

He was also asked to monitor his progress with a star chart.

Each star represents a passed exam. Michael received a congratulation slip to go home with each as well as a round of applause for each star earned from his classmates.

He began to achieve and push himself. He ultimately caught up to his peers. 1978 Monticello School, N.C. Michael grew up to be a teacher and worked in a school that used the Malcolm Baldrige system. He used student data folders to help his students set goals and create action plans. Students like the one pictured below found success in this system. 2003 DENVER PUBLIC SCHOOLS Karin, Sharon, and I shared the Data Folder concept to the Colorado Council for the Teachers of Mathematics. They took the concept back to schools in DPS. Centennial, Archuleta, and Fairmont were some of them. 2008 Fairmont Immersion Academy Jessica Gillesby, a middle school teacher, decided to try the data folders out. She was even able to conduct student-led conferences with them.
In the second year of her work with these folders the school hired Michael to support teachers in mathematics. Sara and Kori joined the group and developed data folders that they will try in the coming year. We read and discussed Robert Marzano's article," When Students Track Their Progress." We created a rubric around a high quality data folder
We examined samples from throughout the country
We designed prototypes for next fall
We translated the “Number Sense” standards into a student-friendly rubric
We created a presentation to share our learning for the district
Our district is looking for ways to increase student achievement, graduation rates, and student engagement. Data Folders:
Are levers
Share urgency
Share power- increase ownership
Provide a resource for students & families
Develop leadership in students “Class this year is very different because last year, they just showed us what we’re learning … Doing the graphs has also made sure I stayed focused on what I’m supposed to do.”
Has student appeal

Includes relevant mathematics and supports grade level goals

Is flexible enough to adapt to the unique needs of any campus Resources Menu CONCLUSION When students lead the parent conferences and can articulate their strengths and weaknesses in depth- they have power to begin moving towards higher achievement.

We believe this project is worthy of consideration for a pilot study next year.
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