Showing posts with label #sepolk. Show all posts
Showing posts with label #sepolk. Show all posts
Thursday, June 30, 2016
Thursday, April 7, 2016
Why Won't My Tests Scan Correctly? (Data Director FAQ)
Data Director FAQ #3: When I scan my answer sheets, all of the answers and student ID numbers are wrong. How do I fix it?
There is more than one answer to this question, because there a number of steps in the Data Director assessment process that could be causing the problem.
Issue #1: Printing
When you print, you should check the "Fit to Page" box in the printing dialogue.
Your answer sheets have registration T marks at the top and bottom. These T marks help the scanner identify where to locate the bubbles that it needs to scan. When printed correctly, these T's are approximately 1/4" from the sides and 1/2" from the top and bottom of the answer sheet. If "Fit to Page" hasn't been checked, the T's will be too close to the edge.
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| Answer sheet printed correctly with "Fit to Page" option checked. |
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Answer sheet printed incorrectly without "Fit to Page" option checked. Note how much closer the T's are to the edge of the page.Issue #2: Scanning
Even if you did print your answer sheets correctly, your answer sheets may not scan correctly. This is most likely because the person who scanned before you had to calibrate the scanner for incorrectly printed answer sheets, but didn't reset it when finished.
The solution is to calibrate the printer, so that it correctly identifies where your students' answers are on their bubble sheets according to the registration T marks at the top and bottom of the page.
To calibrate the printer, follow the directions below, or go to the directions I've shared on Google Drive. |
Wednesday, April 6, 2016
Lasting Impact of Teachers Felt at the Black and Gold Gala
On April 1, I had the honor of emceeing the Southeast Polk Education Foundation Black and Gold Gala at Prairie Meadows. It was a wonderful evening in which a lot of money was raised to help support teaching and learning throughout Southeast Polk.
For the opening, I rewrote the lyrics to "Wilkommen" from the musical Cabaret. The original song goes back and forth between and singing and speaking, between welcoming patrons to a Nazi-era Berlin cabaret and introducing them to the club's performers. The words I wrote for the gala also welcomed everyone, but the original spoken parts of the song were replaced with a tribute to some of my former Southeast Polk teachers to explain the importance of the Foundation's role in enhancing educational opportunities for Southeast Polk students.
I love performing, and being able to sing something set to the tune of a song from one of my favorite musicals was incredibly fun. What I didn't expect was the response when I talked about the teachers who were so important to me during my own education at Southeast Polk.
Here's what I said. (It's what I wrote, anyway. There were times I went slightly off script.)
As I said the names of these teachers, there were visible reactions from many people in the crowd. I saw heads nod. I saw people smile. I saw people look at those around them in recognition of shared experiences in Southeast Polk's classrooms. There was clapping, and even some cheers. All of this was for educators who are years removed from their time teaching Southeast Polk's students.
After we got to the live auction portion of the program and I was able to relax for a few minutes, I started think about the audience reaction to hearing the names of those teachers. They were names I had chosen because of my own experiences in their classes, but clearly my experiences were not unique. I wondered if these amazing educators knew how influential they were to their Southeast Polk students, and if they had any idea while they were at Southeast Polk that their impact on the students who were lucky enough to be in their classes would last for decades. I wondered if they know that their impact is being felt still among people who are now parents of the current generation of Southeast Polk students.
I hope they do. And I hope that those of us who are currently responsible for teaching and learning at Southeast Polk never lose sight of the lasting importance of the roles we currently play in the lives and futures of our students. Teaching is a profession where it's often hard to see the impact of our work in terms of individual students beyond the short time we have them in our classrooms, but judging by the response I felt from the crowd at the Black and Gold Gala, that impact is there, and its effect endures long past the time our students graduate.
Because of a sound issue, I didn't hear the beginning of the song, and wasn't able to include the final spoken verse that I had written to wrap it up. I ended up using it after the close of the live auction as a way to end the program and thank everyone in attendance for their support of our teachers and students. I want to include it here, because it sums up my reasons for writing everything that came before it.
For the opening, I rewrote the lyrics to "Wilkommen" from the musical Cabaret. The original song goes back and forth between and singing and speaking, between welcoming patrons to a Nazi-era Berlin cabaret and introducing them to the club's performers. The words I wrote for the gala also welcomed everyone, but the original spoken parts of the song were replaced with a tribute to some of my former Southeast Polk teachers to explain the importance of the Foundation's role in enhancing educational opportunities for Southeast Polk students.
I love performing, and being able to sing something set to the tune of a song from one of my favorite musicals was incredibly fun. What I didn't expect was the response when I talked about the teachers who were so important to me during my own education at Southeast Polk.
Here's what I said. (It's what I wrote, anyway. There were times I went slightly off script.)
I’d like to share with you a little about why I think the work of the Southeast Polk Education Foundation is so important. Like many of you here tonight, I have a long history here. I’ve been a Southeast Polk resident, student, employee, and/or parent for over 40 years. I first entered the Southeast Polk schools in 1974 as a student is Ms. Dunagan’s kindergarten class at Centennial Elementary, and I want to tell you about the legacy of educators that I am so proud to have called my teachers, my colleagues, and my friends.
People who only know me as Southeast Polk’s data and assessment coordinator, or even those who knew me in my previous position as the Junior High’s computer technology teacher, tend to be surprised to learn that I started my career as a language arts teacher. They wouldn’t be if they’d known the Southeast Polk English department triumvirate of Dale Vandehaar, Rocky Graziano, and the incomparable Joyce Tremble. Their influence was so great that there are still a number of teachers in the high school English department who were Southeast Polk students at the same time as I.
So how did a book nerd with an English degree from the University of Iowa and a decade of English teaching experience become a computer technology teacher, and then a data and assessment coordinator? By having great teachers in all subject areas at Southeast Polk. Hugh Elrod and Lowell Bauer were masters of mathematics, while Kevin Stalter’s class showed me how physics could be applied in real-world situations. I still believe our government could be improved by having every voter learn principles of logic from Dallas Hakeman and Gary Fry.
Finally, I would be remiss if I failed to mention that part of the reason for the musical nature of tonight’s opening is due to the great Leigh Fleming, whose influence as Southeast Polk High School’s vocal music teacher and fine arts chair simply cannot be overstated.
As I said the names of these teachers, there were visible reactions from many people in the crowd. I saw heads nod. I saw people smile. I saw people look at those around them in recognition of shared experiences in Southeast Polk's classrooms. There was clapping, and even some cheers. All of this was for educators who are years removed from their time teaching Southeast Polk's students.
After we got to the live auction portion of the program and I was able to relax for a few minutes, I started think about the audience reaction to hearing the names of those teachers. They were names I had chosen because of my own experiences in their classes, but clearly my experiences were not unique. I wondered if these amazing educators knew how influential they were to their Southeast Polk students, and if they had any idea while they were at Southeast Polk that their impact on the students who were lucky enough to be in their classes would last for decades. I wondered if they know that their impact is being felt still among people who are now parents of the current generation of Southeast Polk students.
I hope they do. And I hope that those of us who are currently responsible for teaching and learning at Southeast Polk never lose sight of the lasting importance of the roles we currently play in the lives and futures of our students. Teaching is a profession where it's often hard to see the impact of our work in terms of individual students beyond the short time we have them in our classrooms, but judging by the response I felt from the crowd at the Black and Gold Gala, that impact is there, and its effect endures long past the time our students graduate.
Because of a sound issue, I didn't hear the beginning of the song, and wasn't able to include the final spoken verse that I had written to wrap it up. I ended up using it after the close of the live auction as a way to end the program and thank everyone in attendance for their support of our teachers and students. I want to include it here, because it sums up my reasons for writing everything that came before it.
I’m here tonight because I had great teachers who were passionate about what they taught, and passionate in their belief in their students. I’m here because I’m proud to play a small part in Southeast Polk’s educational legacy. You’re also here tonight because you believe in our teachers and students, and you have an opportunity to help expand and enhance teaching and learning opportunities throughout the district. For that, I thank you.
Thursday, March 3, 2016
Strike Up the (Proficiency) Bands! (Data Director FAQ)
Data Director Frequently Asked Question #2: Why are the percentages on the pre-test proficiency bands different than the post-test proficiency bands?
Proficiency bands in Data Director are not just visual representations of how your students performed on an assessment; they are a useful tool in terms of making MTSS (multi-tiered systems of support) decisions to enhance your students' learning.
The main reason that the proficiency bands change from the pre-test to the post-test in Data Director is because the data from those tests are used in different ways.
Unit pre-tests are formative assessments designed to guide instruction during the unit. The color bands indicate what sort of instruction the students within each level will need.
Starting in the middle, the students in the yellow Core band (students who scored between 69-79% on the pre-test) are the students who are ready for regular instruction during the unit. In other words, these are the students whose prior skills and knowledge make it likely that they'll be proficient at the end of the unit without extra support beyond your regular instruction.
Above them are the green Enrichment band for students who scored between 79-89%, and the blue Enrichment+ band for students who scored above 89%. These students have already demonstrated proficiency on the knowledge and skills that will be taught throughout the unit; they are ready for enriched instruction above and beyond what is normally taught during the unit.
Students in the orange Core+*classroom support* band scored between 49-69% on the pre-test. These students may need extra support beyond regular classroom instruction to become proficient by the end of the unit. Students in the red Intensive Core+ band scored below 49% on the pre-test, and will definitely need extra support throughout the unit in order to bring their knowledge and skills up to proficiency for the post-test.
Students in the green Proficient band (79-99%) and the blue Advanced band (at least 99%, which essentially means a perfect score for our unit post-tests) have demonstrated their proficiency on the skills and knowledge taught during the unit, and are not in need of any re-teaching.
Students in the remaining three bands need some sort of re-teaching to reach proficiency. In the yellow Close to Proficient band (69-79%) are students who probably don't need much re-teaching in order to demonstrate proficiency for the unit. On a 20-question post-test, a student in the yellow band only needed one or two more correct answers to make it to green.
Students in the orange Needs Additional Intervention band (49-69%) and the red Needs Substantial Intervention band (49% and below) will need more help to reach proficiency. These are students with significant gaps in their understanding of the skills and knowledge taught throughout the unit, and will likely need a considerable amount of re-teaching in order to become proficient.
One of the best ways to ensure that more of your students reach proficiency on the post-test is to formatively assess their skills and knowledge throughout the unit, and then use the information gained from those formative assessments to guide your instruction. Regular formative assessments that are connected to the Iowa Core standards that your students are working on will keep you better informed on their progress throughout the unit, and will make it easier for you to meet their individual learning needs in your classroom.
Monday, February 29, 2016
Please Add My New Students to Data Director! (Data Director FAQ)
It's time to resurrect my long-neglected SEPData blog! My goal is to update it at least once each week for the rest of the school year to help answer some of the most frequently asked questions I receive as Southeast Polk's data and assessment coordinator. If you want to follow these questions and answers on Twitter, I'll use the hashtag #DataDirectorFAQ.
One of the most common questions I receive from teachers is "Can you add a new student to my class roster on Data Director?"
The short answer to that question is no, I can't.
The longer, more helpful answer is that teachers' rosters are updated weekly by Southeast Polk's information technology systems administrator Keith Lyles. Once per week, Keith extracts from Infinite Campus a massive spreadsheet containing scheduling and demographic information for all Southeast Polk students and the teachers with whom they're rostered. This spreadsheet is then uploaded to Data Director, and all of the user information for both teachers and students on Data Director is updated to match their user information on Infinite Campus.
Unfortunately, Data Director does not automatically sync with Infinite Campus, so when a new student is added, or a student's schedule is changed, her information won't be correct on Data Director until Keith's next update.
You can see when the last update was under "What's New in Data Director," on the left side of the dashboard.
The short answer to that question is no, I can't.
The longer, more helpful answer is that teachers' rosters are updated weekly by Southeast Polk's information technology systems administrator Keith Lyles. Once per week, Keith extracts from Infinite Campus a massive spreadsheet containing scheduling and demographic information for all Southeast Polk students and the teachers with whom they're rostered. This spreadsheet is then uploaded to Data Director, and all of the user information for both teachers and students on Data Director is updated to match their user information on Infinite Campus.
Unfortunately, Data Director does not automatically sync with Infinite Campus, so when a new student is added, or a student's schedule is changed, her information won't be correct on Data Director until Keith's next update.
You can see when the last update was under "What's New in Data Director," on the left side of the dashboard.
Tuesday, January 5, 2016
Making Impressions: Top 10 Tweets of 2015
If you use Twitter professionally, you should check out Twitter Analytics. This free service provides all sorts of data about your activity on Twitter, and can give you insight on how to more effectively use this great social media tool to interact with students, colleagues, and the general public.
Based on impressions (views of the tweet), here are my top 10 tweets of 2015.
Twitter Analytics includes a variety of other ways to sort tweet data. Take a look at it, and have fun with your Twitter data!
Based on impressions (views of the tweet), here are my top 10 tweets of 2015.
You’re off the great places! Today is your day!
Your mountain is waiting, so get on your way!
--Dr. Seuss
Congrats, #SEPolk class of 2015!
— SEPolk Data (@SEPData) May 24, 2015
Data of the Day: #SEPolk 8th Grade Math students average 82% on unit 6 post-test. #datadriveninstruction
— SEPolk Data (@SEPData) May 14, 2015
Data of the Day: 82% of @SEPHighSchool English I students proficient on unit 4 verbal post-assessment! #SEPolk #datadriveninstruction
— SEPolk Data (@SEPData) March 27, 2015
Data of the Day: #SEPolk 4th graders average 82% on ELA unit 3 post-test. #datadriveninstruction
— SEPolk Data (@SEPData) January 14, 2015
DataOfTheDay: 87% of #SEPolk 5th Grade Math students proficient on unit 1 test, improve in all standards from 2014! pic.twitter.com/pxMjokSZSV
— SEPolk Data (@SEPData) October 26, 2015
— SEPolk Data (@SEPData) October 14, 2015
Thanks to @Altoona_Chamber, @ChamberPHill, and the Mitchellville Chamber for a great staff breakfast at #SEPolk this morning!
— SEPolk Data (@SEPData) August 18, 2015
Data of the Day: #SEPolk 5th graders average 82% on the unit 3 math post-test. #datadriveninstruction
— SEPolk Data (@SEPData) January 29, 2015
ACT Aspire testing starts today at @SEPJuniorHigh and @SEPHighSchool, with JH students taking the test online for the first time.
— SEPolk Data (@SEPData) April 27, 2015
“It’s easy to see we’re in a better place because he was here.” Thank you, Mr. Mennozi. #SEPolk
— SEPolk Data (@SEPData) June 3, 2015
Observations from the top 10:- Nine of the top 10 used the #SEPolk hashtag. The only tweet that didn't include that hashtag included a direct mention of two different building Twitter accounts.
- Half of the top 10 was a "Data of the Day" tweet. Looking back at the year, 88 out of 186 of my tweets fit that description, so the top 10 was pretty close to that proportionally.
Twitter Analytics includes a variety of other ways to sort tweet data. Take a look at it, and have fun with your Twitter data!
Monday, March 9, 2015
Shanahan on Literacy: 10 Arguments Against Common Core that Presidential Hopefuls Should Avoid
If you've spent much time on social media, you probably have more than one Facebook friend or fellow tweeter who posts all sorts of warnings about the common core. This blog post by Tim Shanahan provides an excellent response to so many of those CC conspiracy theories:
Shanahan on Literacy: 10 Arguments Against Common Core that Presidential Hopefuls Should Avoid
Shanahan on Literacy: 10 Arguments Against Common Core that Presidential Hopefuls Should Avoid
Friday, February 13, 2015
Meet Rambo, the Southeast Polk Education Foundation Steer
On March 6, 2015, the Southeast Polk Education Foundation will host the inaugural Black and Gold Fundraising Gala at Prairie Meadows. According to the Southeast Polk website, "The mission of the Southeast Polk Education Foundation (SEPEF) is to engage and focus local, regional, and national support to enhance opportunities for Southeast Polk students, PK through 12th grade. The foundation works with the district to develop and implement the securing of funds to support district initiatives. The Southeast Polk Education Foundation is the only funding organization with the unique mission of supporting Southeast Polk Schools. Our efforts involve corporations, foundations, civic organizations, professional associations, school alumni, and other concerned individuals. We will assist private donors in making informed decisions that will enhance educational opportunities for Southeast Polk students."
The Black and Gold Gala features a live auction, from which the proceeds will benefit Southeast Polk's educational programs. Included in the auction is Rambo, a steer who is currently residing at the Timmins farm near Altoona. Check out Rambo in action as he enjoys a fresh straw bale.
By attending the Gala and bidding on Rambo, you can help our students while also filling your freezer with tasty Iowa beef. Tickets to the Gala are available now. I hope to see you March 6 at Prairie Meadows!
The Black and Gold Gala features a live auction, from which the proceeds will benefit Southeast Polk's educational programs. Included in the auction is Rambo, a steer who is currently residing at the Timmins farm near Altoona. Check out Rambo in action as he enjoys a fresh straw bale.
By attending the Gala and bidding on Rambo, you can help our students while also filling your freezer with tasty Iowa beef. Tickets to the Gala are available now. I hope to see you March 6 at Prairie Meadows!
Wednesday, February 11, 2015
Data Celebration: Statistics and Probability in 6th Grade Math
One of my goals for the second half of the 2014-2015 school year is to use this blog to celebrate some of the growth we can see through our student data at Southeast Polk. I'll kick off those celebrations with the growth we've seen from our sixth grade math students in the area of statistics and probability.
For the past three years, our sixth graders have been assessed on four statistics and probability standards:
For the past three years, our sixth graders have been assessed on four statistics and probability standards:
- MA.6.6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
- MA.6.6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
- MA.6.6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
- MA.6.6.SP.5 Summarize numerical data sets in relation to their context.
AVERAGE SCORES
The average scores of our sixth grade math students rose in all four students, including a jump of 14 percentage points from last year in standard SP.2.
PROFICIENCY LEVELS
Last year, sixth grade math students met our district proficiency goal by scoring at least 80% in only two of the four statistics and probability standards. This year, they met that goal in all four standards, including a fantastic leap from 52% to 83% of our students testing proficient for standard SP.2.
STUDENTS WITH IEP's
Another impressive gain was made by our special education students. Last year, only one-third of IEP students tested proficient in unit 5, where all four statistics and probability standards were assessed. This year, 44 out of 55 IEP students scored at least 80% on the unit 5 post-test.
Sixth grade math students include most of the students at Spring Creek, as well as 35 accelerated fifth graders.
Friday, December 19, 2014
Take a Break!
It's hard to believe we are already halfway through the 2014-2015 school year. It certainly doesn't seem like it's been over four months since I went from being Mr. Timmins, Southeast Polk Junior High Computer Applications Teacher, to Rob Timmins, Southeast Polk District Data and Assessment Coordinator. The last few months have been a time of excitement and change, and a time of shared experience with all of the new coordinators, coaches, and model teachers that resulted from our district's successful TLC grant application last spring. As the first semester winds to a close this afternoon, I want to thank all of my new curriculum team colleagues for making my transition into this new position a smooth one. I want to thank all of the instructional coaches for the amazing work they are doing in every building in the district. Most importantly, I want to thank all of our classroom teachers for the job they do with our students each and every day. I really feel that something incredible is just starting at Southeast Polk, and it makes me excited about the future success toward which we're all working.
Happy holidays, everyone. Enjoy your winter break. You've earned it!
Happy holidays, everyone. Enjoy your winter break. You've earned it!
Monday, December 8, 2014
Data Teams and the Debate Over the College Football Playoffs
On Saturday, as the college football regular season was winding down and Twitter was flooded with arguments about which teams should and should not be selected for the first NCAA FBS playoffs, I sent out the following tweet:
It turns out that the selection committee for the 4-team playoff does have a protocol for choosing teams, and it's been public since before the season started. It's not exactly a rubric aligned to standards, but it does contain specific criteria for committee members to consider. From what I can see, the committee followed their own rules perfectly when they selected Alabama, Oregon, Florida State, and Ohio State to compete for the national championship.
Source: www.sbnation.com
The most controversy came from the fourth seed, Ohio State. Many college football fans, especially those living in the state of Texas, felt the final spot in the playoffs should have gone to either Baylor or Texas Christian University. They pointed to Ohio State's early season loss to an average Virginia Tech team, and to its relatively weak strength of schedule. They also argued that only a week before, the selection committee had ranked TCU as the third seed, and that dropping the Horned Frogs to number six after a 55-3 win over Iowa State didn't make any sense. Baylor fans pointed out that all of this was true, but added that Baylor had beaten TCU during the regular season, so Baylor deserved the spot over either Ohio State or TCU.
In the day since the selections were announced, I've heard all sorts of sports commentators give their reasons about why they do or do not agree with the selection committee. What I haven't heard from anyone in sports journalism or the Twitterverse is any reference to the actual selection committee protocol. You can read the entire document on the College Football Playoff website, but for the purpose of this blogpost, here is the tie-breaker section:
With these four criteria, Ohio State, who won the Big Ten championship game 59-0 over Wisconsin, comes out ahead of either Baylor or TCU, who tied for the Big 12 regular season championship. (The 10-team Big 12 does not have enough teams to have a championship game.) According to the highly-respected Sagarin rankings, TCU's strength of schedule was ranked 42nd, Ohio State's was 52nd, and Baylor's was 56th. The only head to head competition among the three teams occurred when Baylor defeated TCU 61-58 on October 11. Finally, Ohio State did not share any common opponents with either of the other teams, but Baylor and TCU both played every other Big 12 team, as well as non-conference opponent Southern Methodist. Against their eight common opponents, Baylor's record was 7-1 (including a loss to West Virginia), while TCU's record was a perfect 8-0.
For the selection committee, Baylor's head-to-head victory put them ahead of their Big 12 co-champion TCU. Unfortunately for Baylor, Ohio State was the outright Big Ten champion, and the Buckeyes' strength of schedule was ranked higher than Baylor's. An objective evaluation of the three teams using the selection committee's protocol makes Ohio State the logical choice for the final playoff spot.
Like the College Football Playoffs selection protocol, the data team process helps us look objectively at student progress at Southeast Polk. In Data Director, there is a massive amount of assessment data. Many people outside of education believe that our use of this data means we see our students merely as numbers that need to be moved from one column on a spreadsheet to another. While it's certainly true that we want our non-proficient students to become proficient on any given standard, that view fails to recognize what happens when a group of educators collaboratively combine assessment data with their own expertise that comes from daily interaction with students. The collaborative data team process helps humanize the data and keep the focus on students instead of mere numbers. On the other hand, the same process helps us see beyond our biases to make informed decisions that are more likely to benefit students in the long run.
Sunday, November 30, 2014
Common Core Mythbusting
If you've been on Facebook for any amount of time, one of your online friends has probably posted a video similar to this one:
There is a plethora of videos similar to this one, and most of them have sensationalized, click-bait titles:
Along with the headlines, these videos tend to share a common two-pronged thesis: There is a specific Common Core method in math, and it is ridiculously hard and confusing in comparison to how math has traditionally been taught.
For anyone who accepts the information in these videos at face-value, this is an effective argument. The method shown in the video I've posted and in so many others does seem at first to be overly-complicated, especially when explained in a confusing manner by someone whose intent is to make you believe that it is. And we're all familiar enough with basic addition and subtraction that when the video goes on to make a comparison to the carry and borrow method we learned in grade school, our initial reaction is probably agreement with the narrator that it doesn't make any sense.
Fortunately, in education, we're not in the business of accepting information at face value, and a critical look at either part of the argument shows that there is nothing complex about it, that it does add up in a way that is far more natural for the human brain than borrowing and carrying, and that it makes perfect sense when explained well by a good teacher.
The first part of the anti-Core argument--that there is a specific method prescribed by the Core--is patently false. There isn't one, and I would challenge anyone who says there is to go to the Common Core website or the excellent Iowa Core website and find it. (For that matter, I would encourage anyone to explore these sites whether they believe the myth or not, just to be more informed about the standards that have become so vital in American education.)
The second part of the argument--that "Common Core math" is confusing and over-complicated--involves a little more critical thinking. In the case of the video above, it took a second viewing for me to realize that what was being shown was simply how I do math in my head. It's been said that there are three kinds of people: Those who are good at math, and those who aren't. (On Facebook, that sentence would be followed by an obligatory "LOL.") That may be true to an extent, but for many people who struggle with mental math, it's possible they're trying to carry and borrow in their heads. That method works well on paper, but poorly when attempted mentally. Mental math is a different animal, and it looks like the method that is ridiculed in so many anti-Core videos.
In fact, when it's explained by a teacher whose purpose is for his students to learn an effective math strategy, it's not complicated at all.
For more information on debunking Common Core mythology, google "Common Core myths."
There is a plethora of videos similar to this one, and most of them have sensationalized, click-bait titles:
- Arkansas Mother Obliterates Common Core in Four Minutes!
- COMMON CORE MATH MAKES SIMPLE ARITHMETIC AS COMPLEX AS CALCULUS!
- Proof Common Core is Killing Common Sense
- Teaching Math in Bizarro World
- New Common Core Math Doesn't Add Up
- Common Core Teacher Takes Nearly a Minute to Solve 9+6=15
- Common Core Assignment Makes No Sense to Dad
- Common Core Makes Me Mad
Along with the headlines, these videos tend to share a common two-pronged thesis: There is a specific Common Core method in math, and it is ridiculously hard and confusing in comparison to how math has traditionally been taught.
For anyone who accepts the information in these videos at face-value, this is an effective argument. The method shown in the video I've posted and in so many others does seem at first to be overly-complicated, especially when explained in a confusing manner by someone whose intent is to make you believe that it is. And we're all familiar enough with basic addition and subtraction that when the video goes on to make a comparison to the carry and borrow method we learned in grade school, our initial reaction is probably agreement with the narrator that it doesn't make any sense.
Fortunately, in education, we're not in the business of accepting information at face value, and a critical look at either part of the argument shows that there is nothing complex about it, that it does add up in a way that is far more natural for the human brain than borrowing and carrying, and that it makes perfect sense when explained well by a good teacher.
The first part of the anti-Core argument--that there is a specific method prescribed by the Core--is patently false. There isn't one, and I would challenge anyone who says there is to go to the Common Core website or the excellent Iowa Core website and find it. (For that matter, I would encourage anyone to explore these sites whether they believe the myth or not, just to be more informed about the standards that have become so vital in American education.)
The second part of the argument--that "Common Core math" is confusing and over-complicated--involves a little more critical thinking. In the case of the video above, it took a second viewing for me to realize that what was being shown was simply how I do math in my head. It's been said that there are three kinds of people: Those who are good at math, and those who aren't. (On Facebook, that sentence would be followed by an obligatory "LOL.") That may be true to an extent, but for many people who struggle with mental math, it's possible they're trying to carry and borrow in their heads. That method works well on paper, but poorly when attempted mentally. Mental math is a different animal, and it looks like the method that is ridiculed in so many anti-Core videos.
In fact, when it's explained by a teacher whose purpose is for his students to learn an effective math strategy, it's not complicated at all.
For more information on debunking Common Core mythology, google "Common Core myths."
Saturday, November 22, 2014
The Signal and the Noise
The signal is the truth. The noise is what distracts us from the truth.
--Nate Silver, The Signal and the Noise
The Signal and the Noise is my favorite book about statistical analysis. (Yes, I have a favorite book about statistical analysis. Don't judge.) The book's author Nate Silver runs a website called FiveThirtyEight.com, a name derived from the number of electoral votes in United States presidential elections. Silver is most famous for correctly predicting the electoral results of 49 out of 50 states in the 2008 presidential election, and then topping that feat by correctly predicting all 50 in 2012.
In the book, Silver discusses how we humans naturally observe and seek out patterns, and how we often fail to successfully make accurate predictions based on those observations. This is in part because there is so much information out there, and much of the information is noise. It distracts us from what we really need to know to accurately analyze the information available to us.
Thanks to unit pre and post tests in math and ELA (as well as those that are now being developed in other subject areas), we have a wealth of data about our students and their proficiency on a wide range of Iowa Core standards. As Southeast Polk's assessment coordinator, I have been looking for ways to share more and more data with teachers, coaches, and administrators to help facilitate our common goal of raising student achievement. Using Data Director, Infinite Campus, and Excel, I've been able to develop reports not only on overall test data, but also on subgroups based on IEP, ELL, TAG, and gender. I've gone back and found historical data in these areas as well. And I think this is probably just the tip of the iceberg in terms of what sort of data could be available to everyone.
The problem becomes how to deal with all of that data. How do we decide what is important right now, what needs to be observed for future patterns, and what can be dismissed? How do we separate the signal from the noise?
The answer lies in the data team process. A strong data team has the ability to hone in on the signal, on the important truths that our unit assessment data can tell us about what our students are doing well, and in what areas they need more help. I've been privileged enough to attend a few data team meetings since the start of the school year, and I'm looking forward to hopefully making them a more regular part of my schedule as the year progresses.
If you're interested in reading The Signal and the Noise, it's available at Amazon.com and many other retailers. I also have a copy of it in my office that I would love to loan out. Send me an email if you want to borrow it!
--Nate Silver, The Signal and the Noise
In the book, Silver discusses how we humans naturally observe and seek out patterns, and how we often fail to successfully make accurate predictions based on those observations. This is in part because there is so much information out there, and much of the information is noise. It distracts us from what we really need to know to accurately analyze the information available to us.
Thanks to unit pre and post tests in math and ELA (as well as those that are now being developed in other subject areas), we have a wealth of data about our students and their proficiency on a wide range of Iowa Core standards. As Southeast Polk's assessment coordinator, I have been looking for ways to share more and more data with teachers, coaches, and administrators to help facilitate our common goal of raising student achievement. Using Data Director, Infinite Campus, and Excel, I've been able to develop reports not only on overall test data, but also on subgroups based on IEP, ELL, TAG, and gender. I've gone back and found historical data in these areas as well. And I think this is probably just the tip of the iceberg in terms of what sort of data could be available to everyone.
The problem becomes how to deal with all of that data. How do we decide what is important right now, what needs to be observed for future patterns, and what can be dismissed? How do we separate the signal from the noise?
The answer lies in the data team process. A strong data team has the ability to hone in on the signal, on the important truths that our unit assessment data can tell us about what our students are doing well, and in what areas they need more help. I've been privileged enough to attend a few data team meetings since the start of the school year, and I'm looking forward to hopefully making them a more regular part of my schedule as the year progresses.
If you're interested in reading The Signal and the Noise, it's available at Amazon.com and many other retailers. I also have a copy of it in my office that I would love to loan out. Send me an email if you want to borrow it!
Monday, November 17, 2014
Strange Days, Indeed
Most peculiar, Mama...
When I left my office at the Southeast Polk Teaching and Learning Resource Center last Friday, I expected to be welcomed back from the weekend by a hectic Monday. The week would start with the regular curriculum team meeting on Monday that would include planning a half day of professional development for our first-year teachers. Following that, I would dive into Data Director to start analyzing nine different unit pre and post-tests that teachers throughout the district had used to assess their students last week. I was looking forward to a busy day with my curriculum colleagues and our assessment data when our science coordinator Jim Pifer asked me if I knew school had been cancelled. I barely had time to respond to Jim when my phone lit up with texts from family members and colleagues wanting to know if I knew anything beyond what they knew from a district email and the news.
Nobody told me there'd be days like these...
That's not completely true. Somewhere along the line in ed school classes, it does get mentioned that teachers have to handle situations outside of pedagogy and standard student discipline, but it's hard to prepare educators for every situation. When we do discuss dealing with the unexpected, we at least expect those things to happen one at a time. It's hard to predict that the extra security that a school puts in place to deal with an anonymous social media threat will be pulled away due to unrelated acts of violence only a few minutes from the school at which the threats were directed.
Because we're working with first-year teachers tomorrow, I've spent a lot of time today thinking about the unexpected events of my first year of teaching. Classes at Stuart-Menlo High School were cancelled the day after Labor Day because a student went home after the football game the previous Friday night and shot himself with the hunting rifle he kept in his room. Midway through the year, the Stuart police showed up at my classroom door to arrest two juniors in my Basic Literature class for possession of marijuana. While I was filling in for the seventh grade math teacher so he could take his basketball players to an after school game, a boy in the class exposed himself to the girls who sat near him. One morning, one of the best actors on my speech team didn't make it to rehearsal because he tried to get through a railroad crossing before a train got there. In the days before electronic gradebooks, I had to completely rearrange my American Lit roster, because one of my students got pregnant and then got married, which meant her last name began with a W instead of an A. In addition to all that and a few more things I haven't listed, I was barely older than my seniors and looked young enough that the photographer on school picture day asked if I was a tenth grader.
Always something happening...
If there is one piece of advice I would give to new teachers, it's that you have to be flexible. Planning is vital; in fact, lack of planning is the root cause of a lot of classroom management problems. That doesn't change the fact that sometimes the real world gets in the way of your meticulous lesson plans. Sometimes it's one student who is having a bad day that throws everything out of whack. Sometimes it's an assembly you forgot about, or technology that doesn't work like you thought it would. And sometimes, the world beyond the school walls conspires against you and you're sent home for the day, despite the fact that you were ready to kick off a new week with the greatest class activity your students have ever experienced.
Where does that leave us? It depends on the situation. In this case, we have a second shot at a new school week tomorrow. As educators, it's in our best interests and in the best interests of our students to go into it well-prepared for anything that could happen, with the understanding that "anything" covers far more ground than we want it to.
(All of the quotes in this post were from John Lennon's song "Nobody Told Me.")
When I left my office at the Southeast Polk Teaching and Learning Resource Center last Friday, I expected to be welcomed back from the weekend by a hectic Monday. The week would start with the regular curriculum team meeting on Monday that would include planning a half day of professional development for our first-year teachers. Following that, I would dive into Data Director to start analyzing nine different unit pre and post-tests that teachers throughout the district had used to assess their students last week. I was looking forward to a busy day with my curriculum colleagues and our assessment data when our science coordinator Jim Pifer asked me if I knew school had been cancelled. I barely had time to respond to Jim when my phone lit up with texts from family members and colleagues wanting to know if I knew anything beyond what they knew from a district email and the news.
Nobody told me there'd be days like these...
That's not completely true. Somewhere along the line in ed school classes, it does get mentioned that teachers have to handle situations outside of pedagogy and standard student discipline, but it's hard to prepare educators for every situation. When we do discuss dealing with the unexpected, we at least expect those things to happen one at a time. It's hard to predict that the extra security that a school puts in place to deal with an anonymous social media threat will be pulled away due to unrelated acts of violence only a few minutes from the school at which the threats were directed.
Because we're working with first-year teachers tomorrow, I've spent a lot of time today thinking about the unexpected events of my first year of teaching. Classes at Stuart-Menlo High School were cancelled the day after Labor Day because a student went home after the football game the previous Friday night and shot himself with the hunting rifle he kept in his room. Midway through the year, the Stuart police showed up at my classroom door to arrest two juniors in my Basic Literature class for possession of marijuana. While I was filling in for the seventh grade math teacher so he could take his basketball players to an after school game, a boy in the class exposed himself to the girls who sat near him. One morning, one of the best actors on my speech team didn't make it to rehearsal because he tried to get through a railroad crossing before a train got there. In the days before electronic gradebooks, I had to completely rearrange my American Lit roster, because one of my students got pregnant and then got married, which meant her last name began with a W instead of an A. In addition to all that and a few more things I haven't listed, I was barely older than my seniors and looked young enough that the photographer on school picture day asked if I was a tenth grader.
Always something happening...
If there is one piece of advice I would give to new teachers, it's that you have to be flexible. Planning is vital; in fact, lack of planning is the root cause of a lot of classroom management problems. That doesn't change the fact that sometimes the real world gets in the way of your meticulous lesson plans. Sometimes it's one student who is having a bad day that throws everything out of whack. Sometimes it's an assembly you forgot about, or technology that doesn't work like you thought it would. And sometimes, the world beyond the school walls conspires against you and you're sent home for the day, despite the fact that you were ready to kick off a new week with the greatest class activity your students have ever experienced.
Where does that leave us? It depends on the situation. In this case, we have a second shot at a new school week tomorrow. As educators, it's in our best interests and in the best interests of our students to go into it well-prepared for anything that could happen, with the understanding that "anything" covers far more ground than we want it to.
(All of the quotes in this post were from John Lennon's song "Nobody Told Me.")
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