1. NOT JUST HOW WE SEEM TO BE DOING.

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

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?

7. The Health of 3 rd Grade Reading in Missoula Our Scenario You are the District data team. Your challenge is to use data to tell a story about the health of 3 rd grade reading based on the results from MAP, MontCas, and Dibels. StepDescriptionTime Observe Within your team, examine the Missoula 3 rd grade reading data. What do you see in the data? Write down your observations on chart paper (try to stay factual in your observations - stay low on the ladder!)10 min PrioritizePrioritize your top three observations.5 min

8. The Health of 3 rd Grade Reading in Missoula StepDescriptionTime Using a new piece of chart paper, list your questions.10 min ShareDesignate a spokesperson 10 min Share your data with another group Questions for the whole group: 10 min What questions does this data elicit? Where would you want to start digging into the data?

9. WHAT DO YOU NOTICE? WHAT DO YOU WONDER?

10. Observation and Ladder of Inference

13. 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.

14. 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.

15. 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?

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

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

18. Identify Possible Solutions …?

19. What will we see in classrooms?

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

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

23. VisionHope Trust Energy Ideas

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

25. 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!

26. Trust Respect Relationships Integrity Tip: KNOW people

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

28. Ideas Stretch Focus Tip: Stretch and focus

29. “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

30. 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