table of contents1 - educatored.com · Crossword Puzzle::::: ... It takes onlyyp y yq y y one example contrary to a theory to require that you revisit the theory. ... According to

Table of ContentsKnow: Thirty From LtoJ® Concepts�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 2

Can Do: Sixteen Performance Indicators�…�…�…�…�…�…�…�…�…�…�…. 3

Practice: Three Basic Graphs�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 4

Theme�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 6

High Standards to High Success Rate�…�…�…�…�…�…�…�…�…�…�…�…�….. 7

Ten Root Causes of Educational Frustration�…�…�…�…�…�…�…�…�….. 9

Interdisciplinary Assignment�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 17

The LtoJ® Process for Process (Formative) Data�…�…�…�…�…�…�…. 18

Are We Motivated Yet?.......................................................... 32

Examples�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 37

Item Analysis�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 40

LtoJ® Curriculum and Instruction Matrix�…�…�…�…�…�…�…�…�…�…�….. 41

Five Basic Charts for Results (Summative) Data�…�…�…�…�…�…�….. 42

�“Chamber of Commerce�” �…�…�…�…�…�…�…�…�…�…�…�…�…�…. 42

Pareto Chart�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…..44

Control Chart�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 46

Correlation Chart�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…48

Radar Chart�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 50

Grading Options�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 52

Directions for Graphing Questionnaire and Quiz Results�…�….. 53

Practice With Vocabulary Classroom Data�…�…�…�…�…�…�…�…�…�….. 56

Cloze�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�….. 60

Crossword Puzzle�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�….. 61

Setting Up LtoJ®�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 62

Intensive French�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 66

Planning Guide�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 67

Dichotomous Rubric�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…. 68

Resources�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 69

Strategic Planning Questions�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�….. 70

Questionnaire�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 71

Feedback�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�…�… 75

Data (to tear out) for P. 56 59 Practice�…�…�…�…�…�…�…�…�…�…�…�…�… 76

Copyright 2009 From LtoJConsulting Group, Inc.

11445 E. Via Linda

Suite 2 481

Scottsdale, AZ 85259

800 559 9798

480 634 4059

480 659 4096 fax

Permission to Forget® and FromLtoJ® are the registeredtrademarks of From LtoJConsulting Group, Inc.

September,

Variation* and Classroom Graphing/Measuring

1. �“From LtoJ�” is used to measure (1) know (background knowledge), (2) can do-- performance, (3) student enthusiasm, (4) classroom management (i.e. attendance, behavior), and (5) to meet special education, ESL, or gifted requirements. Student enthusiasm is the least measured of the five.

2. Process (formative) measurement provides feedback during the course and results (summative) measurements are the final data at year�’s end or data from standardized assessments.

3 The three basic graphs are the run chart (student, class, grade level, department, school), scatter diagram and LtoJ histogram.4. The scatter overlay combines the student run chart and scatter diagram to precisely answer the parent question, �“How is my child

doing compared to other students?�”5. Meaningful analysis of data requires the study of patterns and trends, not merely one or two data points.6. From LtoJ® is a review/preview process: constant review of what has been taught and constant preview of what is yet to be taught. 7. The square root of �“n�” is the minimum sample size for accurate data, if randomly collected on weekly basis.8. The classroom (or department/school) histogram�’s shape should progress from an �“L�” to a bell and finally to a �“J.�” The �“L�” displays

high standards; the �“J�” shows high success rate.9. There are two kinds of variation: special and common. The control chart statistically separates them. 10. Seven points in a row are needed for students to �“test out.�”11. The aim of good management is efficiency and meeting needs of individuals; the aim of good leadership is meeting the common

needs of all. Both are essential.12. Data can be disaggregated to see how sub-sets of students are performing and aggregated (added) to study whole grade levels

and departmentsand departments.13. The radar chart displays multiple measures over several years on one graph.

System*

14. Feedback is from customers; evaluation is from bosses. 15. The primary aim of a school system is to increase success and decrease failure.16. Dr. Deming estimated that problems are the fault of the system 96% of the time and of the people 4% of the time.17. There�’s no shortage of good people�—unless we choose to create one.18. To improve system results, work on system processes.19. A clear aim unifies people and practices.

Epistemology (The Study of How We Come to Know)*

20. The learning sequence is data, graph the data, gain insight, test hypotheses, and gain knowledge. 21. Experience is not the best teacher; continually testing theories is the best teacher. We learn, in rank order, from (1) testing

theories, (2) being mentored and (3) experience.22. It takes only one example contrary to a theory to require that you revisit the theory.y p y y q y y23. Ask why at least five times to search out root causes.24. Curriculum has two major divisions: Information, concepts, principles, (past knowledge) and performance (creating future

knowledge).25. The #1 requirement of leaders is to create more leaders.26. Dr. Deming�’s learning cycle has four parts: plan, do, study, act (PDSA). The most important part of plan is collecting base-line

data.

Psychology*

27. According to Piaget, children are most like adults in their feelings and least like adults in their thinking.28. It is not the responsibility of educators to motivate students but to determine what is causing them to lose their motivation and

stop such practices.29. A major responsibility of all leaders is to drive out fear from their organizations.30. Leaders help people remove system barriers.

*These 4 categories were published by Dr. W. Edwards Deming in The New Economics. He labeled them Profound Knowledge.

Copyright 2009 From LtoJ Consulting Group, Inc. [email protected]

Page 2

16161514

Tota131211

l

Nu

ESSENTIAL GRAPHS

Student Run Chart (p. 20)Class Run Chart (p. 21)Scatter Diagram (p. 27)

11109

mberg (p )

Histogram showing LtoJ (p.41)Item Analysis Column (p. 40)

NICE TO KNOWPlus/Delta (p. 36)

876

of

CScatter Overlay (p. 29)Consensogram (p.54)Nominal Group Technique (p.54)One-Line �“C of C�” Run Chart

( 42)

654

Check(p.42)

Radar Chart (p. 50)Pareto Chart (p. 44)Correlation Chart (p. 48)Control Chart (p 46)

321

kmarkControl Chart (p. 46)

Quadrant Chart (p. 54)Dashboard for Power Point (p.55) 1 2 3

10

Check number

s


Page 3

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Page 4

109

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Page 5

What you will Learn : How to Have Higher Quality Student Work in Less Time

You must respond to an argument your author is making (what are they selling?) by analyzing the making (what are they selling?) by analyzing the language he/she uses in order to further the argument.You should be able to write at least 50-75 words -quantity and an attempt at quality are both important! 1 – Introduction/Thesis 4- Evidence2 – Everything!! 5-Commentary3 – Topic Sentence 6- Mechanics/Grammar

Why Better Student Writing?

1. Students cannot “game” the grading scale and must pay attention to everything.

2. Teacher is more precise in teaching when score papers for only one aspect.

Tonya uses 8,10 and 12 sided di i 2 d 3 d d 4th

Second Quarter:1. Introduction/Thesis2. Everything3. Transitions4. Evidence

dice in 2nd, 3rd and 4th

quarters.

5. Commentary6. Mechanics/Grammar7.Topic Sentence8. Completion

More Dice SpecificationsThird Quarter:1. Introduction/Thesis2. Evidence3. Mechanics/Grammar4. Everything5 C t

6. Transitions7. Topic Sentence8. Completion9. Everything10. Development

5.CommentaryFourth Quarter1. Everything2. Topic Sentence3. Paragraph Development4. Transitions5. Completion6. Everything

7. Evidence8. Commentary9. Introduction10. Mechanics/Grammar11. Best Vocabulary12. Varied sentence

structure

Theme of Seminar:

It is entirely possible to have better student learning in less time.

Apply Everywhere: Science Labs, for example

1. Introduction: materials, purpose2. Procedure and Results: Data

Collection3 Calculations and Mechanics3. Calculations and Mechanics4. Interpretation and Error Analysis

(Conclusion)5. Overall Lab Performance & Safety6. EverythingFrom Susan Boyle, Cecil County Maryland Schools, [email protected]


Page 6

Low Average High

Low Japan Dr. Deming

QualityC

oAverage USA

High Europe

s

t

1950 World View

“The turning point for the Japanese was when they switched from detecting poor quality to preventing poor quality.”Zontec

Low Average High

High Easy“A”

NCLB

A B ll

StandardsS

U

C

R

AAverage Bell

CurveLow 50% F

C

C

E

S

S

T

E

12

8

6

8

10

12

f St

uden

ts

First LtoJ Quiz of Year

20

0

2

4

6

Num

ber

of

0-1 2-3 4-5 6-7

Number of Questions Correct

12

8

10

12

tude

nts

Last LtoJ Quiz of the YearConcept #8: The histogram should progress from an “L” to a bell and finally to a “J.”

02

4

0

2

4

6

Num

ber

of S

0-1 2-3 4-5 6-7

Number of Questions Correct

Concept #1

From LtoJ® is used to measure1. Learning of Information (know)2. The Performance expectations (can do)3. Student enthusiasm3. Student enthusiasm4. All Monitoring (attendance, behavior,

etc.)5. Special education, ELL requirements

Concept #3

There are three basic graphs for measuring in education:

A. Run Chart (student, class, school)school)

B. Scatter DiagramC. Histogram (showing LtoJ)


Page 7

Concept #11

The aim of good management is meeting needs of individuals; the aim of good leadershipis meeting the common needs of all. Both are essential.

Riddle Elementary, IN

7375

73

8080

84

8990

91

80

90

100RIDDLE (4TH,5TH, 6TH) ISTEP - L.A. & MATH AVERAGES

50 50

54

66

61

65

70

40

50

60

70

1999-0 2000-1 2001-2 2002-3 2003-4 2004-5 2005-6 2006-7

PER

CEN

T PA

SSIN

G

YEAR

Language Arts

Math

Virginia Beach Middle School

50

60

70

80

90

100

Apollo

Challenger

Discovery

Enterprise

#2

#3

0

10

20

30

40

50

2000 2001 2002 2003 2004

Percent Proficient 8th Grade History

Pathfinder

Voyager

Endeavor

Average#1

#1 New teacher, no LtoJ, At-Risk Grouping

#2 New teacher, no LtoJ

#3 Average down slightly

High School Biology: Jenks, OK

60

70

80

90

100

59

7883

8881

90

3 55 57r Pro

ficie

nt

0

10

20

30

40

50

60

2003 2004 2005 2006 2007 2008

4650 48

53 55

Perc

ent A

dvan

ced

o

JenksState

Concept #5Effective use of data

requires the study of patterns and trendspatterns and trendspatterns and trendspatterns and trends, not merely two data points.

Focus of Presentation

Improving learning; not improving test scoresAlignment and continuousAlignment and continuous improvement are both neededImproved learning will result in Improved learning will result in improved scoresimproved scoresHow to have both high standards and high success rates


Page 8

How can we improve? The Failed Strategies

• Fear• Embarrassment• Embarrassment• Ranking• Incentives

“These 4 are based upon belief you and I are the problem.”

• Understanding the root causes of educational

Hope comes from

causes o educa o afrustration, and

• Having solutions to these frustrations.

Do not be defensive; these problems were all inherited.

Root Causes & The Jefferson Memorial Concept #23

Ask why at least 55--timestimes to

search out rootsearch out rootcauses.

Dr. Deming taught us that

•• 96%96% of the problems come from the system.

•• 4%4% of the problems come from the people.

1. Permission to Forget®

Beginning with first grade spelling, students know they have permission to forget sometimesforget – sometimes after the quiz but almost always at the end of the year.

The Cost of giving Permission to Forget®

In general, teachers estimate they spend 1/3 of the school year teaching students

t t th

•Public education costs over $2 billion per day to operate in the Unitedcontent they

should know prior to entering their class.

the United States.•Thus, 60 days of review each year costs over $100 billion a year.

The Cost of giving Permission to Forget®

Ten years of a

teacher’s career arecareer are

spent in review.

System Disconnects

1. Hot dogs in packages of 8 and buns in packages of 10.

2. Students accountable for their short-term memory; educators accountableterm memory; educators accountable for students’ long-term memory.

3. Text book publishers insert 1/3 review (September to November); states often give exams in March or April. Teachers cannot teach full year’s content in 3 months.

2. The Wrong Statistics• Education patterned its

statistics after athletics, whose aim is to have one, and only one, winner.

• Ranking keeps education from creating as many winners as possible.

4th Grade Mathematics: NAEP

250-259 +

240-249 +++++++ ++++++++++++++++++++++

++++++++++++++++++++++++

230-239 ++++++++++++

++++++++++++++++++++++++++++++

++++++++++++++++++++++++

+++++++++++++++

220-229 +++ ++++++++++++++++++++++++

++++++++++++++++++

+++++++++++

+++ ++

210-219 +++++++++++++++++++

+++++++++++

+++++++++

200-209 ++ ++

190-1991992 1996 2000 2003 2005 2007

Scatter Overlay for Arizona 4th Math

250-259 .

240-249 …….. ………………….

……………………

230-239 …………. ……………………

……………………

................

...……

220-229 ... ……………………

………………

........... … ..

210-219 ...................

……….. ………

200-209 .. ..

190-199

1992 1996 2000 2003 2005 2007

“J” Curve

42

35

40

45

2004-05 Grades Bill Brown,Last Three Exams, US History

Centura High School, NE

4

10

16

28

0

5

10

15

20

25

30

Perc

ent o

f Stu

dent

s

F D C B A

Concept #17

There is no shortage ofshortage of

qualified people unless we choosechoose

to create one.

3. The Pendulum

Continual change in focus from basic information to deeper understanding back to basic information back to deeper understanding back to…

4. More Pressure v. Removing Barriers

• Status quo is maintained by having the pressure to change equalized by the resistance, to change.

• Most people in positions of power tend to add pressure.

• Most people not in a power position add resistance.

Pressure Barriers

Concept #30

LeadersLeaders help people remove system

barriers.

Educational Garage Sale

1. Send to museum – no longer serves school well. Give a place of honor.

2. Not for sale – must be kept3. To be sold – still useful, but could be replaced

with improved version.4. Garbage can – These items do not work and

may even be detrimental.

Thanks to Steve Lyng, Rochester High School, (IN)

From John Conyers:

1. Have teachers write down all requirements they must meet because of district office directives.

2. Have district office staff check those that are actually required.y q

3. Teachers and principals remove from “required” tasks those not required, unless school decides to keep requirement as a school level requirement.

Community School District #15 (winner of Baldrige Award) used this process to remove tasks from the teachers and principals.

Poor Leaders v. Great Leaders

Poor leaders offer

Hoops

Great leaders offer

H l

Poor Leaders vs. Great Leaders

HoopsHype

HelpHope

Thanks to John Maxwell, p. 1131,

the Maxwell Leadership Bible

5. Change, But No Improvement

• Most often we experience change without the “foggiest” notion whether or not improvement occurredoccurred.

• Sometimes, change is like a rocking horse; movement occurs, but when “all is said and done,” we’ve gone nowhere.

Concept #26Dr.

Deming’s learning cycle has

yfour parts: plan, do, study, act(PDSA).(PDSA).

6. Experience as the Best Teacher

• The accepted, but untested, hypothesis is that our very best teacher is experienceexperience.

• “If experience were our best teacher, we’d have no more problems.” W. Edwards Deming

Concept #21

Experience is not the best teacher;the best teacher; testing theories is.

Trend of Discipline Referrals - PI Middle School 2003-04

5

6

7

8

9

mbe

r

Process/Formative DataProcess/Formative Data

0

1

2

3

4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

School Week

Nu

Pine Island Middle School Discipline Referrals

400 Students

207193

164

200

250

164

130105 99 92

6655

0

50

100

150

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Quarter 4

Quarter 3

Quarter 2

Quarter 1

total

Concept #22It only takes oneone example

contrary to a theory to i th t i it threquire that you revisit the

theory.

Concept #25• The #1

requirement of leaders is to create moremorecreate more more leadersleaders.

• Mentoring is key way to create leaders.

7. No Clear Aim

• One reason the proverbial “report card committee” poses such difficulty is we’ve notdifficulty is we ve not agreed first upon the aim of the reporting system.

• What is the aim of history instruction?

Decrease “Did not Pass;” Increase “Pass+”

Pass + and Did Not Pass Mathematics, Rochester, IN

27

23

25

30

20

17

6

19

0

5

10

15

20

2002 2003 2004

Perc

ent o

f Stu

dent

s

Average Did Not Pass, MathAverage Pass Plus, Math

Concepts #15 & #1915. The primary aim of a school

system is to increase success and decrease failure.

8. Poor Psychology

• Educators have been told that it is our responsibility to motivate the students.

• It is not our responsibility to motivate them; they were born motivated and entered kindergarten motivated to learn.

Concept #28

It is not the responsibility of educators to motivate students but to determine what is causing them to lose their motivation and stopstop such practices.

MotivationPeople are born motivatedAdults demotivateMost people, once

discouraged, stay that way

Annual Attit dAttitude Survey

A Steady Loss of Enthusiasm:

70

80

90

100

py F

aces

Happy FacesEnterprise School District

1992-93

1993-94

1994-95

1995-96

30

40

50

60

Per

cent

of

Hap

p

Kin

derg

arte

n

Firs

t

Seco

nd

Third

Four

th

Fifth

Sixt

h

Seve

nth

Eigh

th

Grade Level

Invidious Compliments

One person wins while everybody else loses.

Wrong Definition of “Fair”

• Fair is not everyone using the same method.

• Fair is everyone Fair is everyone meeting the same standards.

Concept #27n research:

Children do not think like adults.

Children have the same feelings as adults.

Concept #29

Out of the i ti

Is to drive FEAR

A major responsibility organizationFEARresponsibility

of leaders

John Maxwell:

Seven methods to wield influence, beginning with the worst:

1. Force2. Intimidation3. Manipulation (includes invidious compliments)4. Exchange (incentives and other scratch my

back..)5. Persuasion6. Energizing others7. Honor/Serve

p. 30, The Leadership Bible

9. Always the referee; rarely time to be the coach.The ever-present

responsibility to evaluate students overwhelms the h t t fheart-tug of teachers to coach their students to higher levels of success.

Concept #18

To improve system results, work on system processesprocesses.

Learning Sequence--#20

• Data• Graph the data•• GainGain insightinsightGain Gain insightinsight• Generate hypotheses• Test hypotheses to gain

knowledge“Statistics can only show where problems are; it can’t solve them. It is up to people to prevent and solve process problems.” Zontec

10. Learning not the Constant

• We say “You can lead a horse to water, but cannot make him drink,” which means I teach but have little impact upon learning.

• Teaching is the constant in classrooms; learning is the variable.

• Learning should be the constant; teaching the variable.

Template for Assignments

1.Learning expectation2.Choice #13.Choice #24.Choice #35.? (Student proposes another

option)

The Terrible, Horrible, No-Good, Very Bad Answer:

Question:

Why did I receive this grade?The terrible, horrible, no-good, very bad answer:“You missed _____ homework assignments”

Possible good answers:(1) You did not learn _____________. (2) I have no evidence that you can _______. You may be able

to do _________, but since I didn’t receive ____ project, I do not know for sure.

(3) You were absent the only time we _______. Thus I could not observe if you could _______. I gave another assignment so you could prove to me you could _______, but the evidence of learning _______ was lacking.

Ten Root Causes Describe Waste

Wasted Time

1. Permission to forget

Wasted Student Potential2. Wrong statistics4 Pressure/notg

3. Pendulum5. Change/no

improvement7. No clear aim9. Too much

refereeing

4. Pressure/not removing barriers

6. Trusting experience

8. Poor psychology10. Focus on

teaching, not learning

“Estimates show that it is ten times more costly to correct a problem than it is to prevent it.” Zontec

Permission for Interdisciplinary Assignment Student: ________________________________

Courses 1.__________________ 2_______________________ 3._________________________

Assignment 1��Teacher: ______________________________ Assignment: _______________________________________ Criteria 1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ____________________________________________________________________________________



________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

Santa Cruz Valley Union High School

Due Date: ____________________________________________________________________________

__________________________ Teacher �— Assignment 1



Approvals

Proposed Alternative Assignment


Page 17

Non-Graphing Components

Alignment of “know and can do”

Always compare progress against end-of-year

expectationsexpectations

Assess long-term memory, not short-term

memory

History Mystery

• Geographic literacy

• Yikes!• Yikes!

81% on 100

72% on 200

70% on 300

55% on 400

[email protected]

[email protected]

78% on 400

http://manila.lex.esu10.org/lexcurric/


Page 18

Why are some schools so successful?

“the bedrock foundation: this penetrating, deep understanding of what it is children are to know and be able to do and how towhat it is children are to know and be able to do and how to connect it across the grades.”

p. 1 Education Week, May 4, 2005“Sleuths Seek Secrets of High-Flying Schools”

Concept #24: Know and Can Do

Curriculum has two major divisions: (1) What students know (vocabulary, information, concepts, principles and (2) What students can do ( )(performance, writing, problem solving, fitness, skill, presentation, etc.)

The Lists:

• Current grade (to learn)• Prior grades (for review)• Future grades (for information)• JJ Burgard & Associates PO Box 2086Kings Beach, CA 96143 (great start on 200+ lists – all subjects)

E t t d t t t d i d f h t t t d dEasy to cut and paste exact concepts desired for each state standardsAlso has blank graphs for copying

530-546-4051

Concept #2

Process Process (formative)(formative) measurement provides feedback during the course. .

Res ltsRes lts (s mmati e)(s mmati e) meas rementsResults Results (summative)(summative) measurements are the final data at year’s end or data from standardized assessments.

Concept #14FeedbackFeedback is from customers;

evaluationevaluation is from bosses.

From LtoJ® is primarily a feedback system: Feedback from students to their teachers and administrators.

Measurement Basics

We measure what students “know” by simple counting.

(Usually the volume is too great for complete assessment, so weekly random sampling is deployed)

What students “can do” is measured in three ways:

1. Counting (reading fluency, physical fitness, sports skill, errors found in editing, keyboarding)deployed) keyboarding)

2. Rubric scores added up (writing, art, lab reports, projects)

3. Skills checked off (career-tech, concepts of print)


Page 19

Research:

Factors influencing achievement1. Guaranteed and viable curriculum2. Challenging goals and effective feedbackBob Marzano, February 10, 2005, The Teaching and

Learning Consortium Conference entitled “Getting Results: Advancing the Proficiency of All Learners,” Phoenix, AZ

3rd Grade Reading Fluency

6879 80

102

80

100

120

Min

ute

1020 25

41 42

68

0

20

40

60

Septem

ber

Octobe

r

Novem

ber

Decem

ber

Janu

ary

Febru

ary

March

Apr

ilMay

Wor

ds P

er

Concept #6

Random sampling of end-of-the-year items provides students a constant reviewreview of what has been taught and a constant previewpreview of what is yet to be taught.

Weight Lifting: One Student

1416

24

1820

2224

2324

16

20

24

f Lift

s

4

14

0

4

8

12

1 2 3 4 5 6 7 8 9 10

Lift Number: Twice Per Week

Num

ber o

f

Ten lifts at one weight

Eight lifts at a second weight

Six lifts at a third weight


Page 20

The Jump &

the progress

Elementary Art

• MasterpieceMemoryMemory

Concept #10

SevenSeven perfect quizzes in a roware needed for students to “test out.”

The First Class Run Chart5th Grade Geography- 1992

First Class Run Chart

220

240

260

280

300

320

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Weeks

Tota

l Cor

rect

for C

lass

The First Class Run Chart5th Grade Geography- 1992


Page 21

ATB by 1!!!!!

Cheer Choices

See www.drjean.orgfor celebrations.

The First Class Run Chart5th Grade Geography


200

220

240

260

280

300

320

s

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Weeks

Tota

l Cor

rect

for C

las

The First Class Run Chart5th Grade Geography


200

220

240

260

280

300

320

s

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Weeks

Tota

l Cor

rect

for C

las

Music over Two YearsSix assessments over two years: grades

5 and 6.Class of 2015 first assessment.

Remaining to follow.Class of 2013 was in 6th grade for first

LtoJ assessment.50 key concepts over two years.y p yPattern for teachers who do not meet

their students weekly, but over multiple years.

Name charts by graduation year so can use same charts for multiple years.

Whole grade level, not individual classrooms.


Page 22

“Not knowing the results of their work is not only demoralizing, it also reduces productivity and

increases potential for errors.” Zontec

Expectation Line Drawn with Highlighter Tape

Math Problem Solving

60 6166

60

47

7266

59 5863

74

50

60

70

80

for

Cla

ssro

om

44

32 34

4147

34

0

10

20

30

40

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Assessment Number

Tota

l Rub

ric S

core

f

Average

Math Problem Solving Rubric*:

0: No plan or Not a good plan

1: Partially correct plan

2: Plan could lead to a correct l ti

Planning a Solution:

• Show your work– Draw a picture– Write equations

solution

*Mary Bohr

– Explain your thinking

Math Problem Solving Rubric*

0: No Answer or wrong answer

1: Part of the Answer is Correct

2: Correct Answer

Getting an Answer:

• Check to make sure your answer makes sense

*Mary Bohr

Cloze for Reading Comprehension1. End of grade level passage weekly.2. Leave first sentence in place3. Replace every seventh word with a blank.4. Create stories with same number of blanks each week.5. Students work alone and their individual score is graphed.6. Then for instructional purposes, students work in pairs and6. Then for instructional purposes, students work in pairs and

then fours to come to agreement on missing words.7. Synonyms or exact words both count.8. If instruction in comprehension is working, students will

progress throughout year in reading comprehension.


Page 23

The Cloze technique to improve reading:

“They really enjoy the activity, getting to work in groups, and charting their improvement. Not only are they working together to fill in the missing words, they must help each other read and they work together on spelling. What a great activity!”

Kristi Slaton, Jenks Middle School, Oklahoma

Dave Brown, Citrus County, FL

Art Teacher

Art Rubric

Dave Brown's Block 3 Ceramics and Pottery Rubrics Class Run Chart

70%73%

78%

70%

80%

90%

100%

on

rubr

ic

52%

59%

0%

10%

20%

30%

40%

50%

60%

Stamp Pinch Fish Coil Slab

Assignment

Perc

ent o

f Pos

sibl

e 20

poi

nts

Writing in Science: Monthly on 6 pt. rubric

125

160

200

240

100 97111

100110 110 107 115

125

0

40

80

120

Septem

ber

Octobe

r

Novem

ber

Decem

ber

Janu

ary

Febru

ary

March

Apri

lMay

From Jeff Burgard

3135 34

2724

60

48

31

54 56

46

63

27

74

49

74

60

76

59

86

98

83

91

80

109

10

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Quiz Number

Num

ber

Cor

rect

140

5459

65

4738

75

61

43

7680

68

82

54

111104

141

98107

89

107

133

10599

116

139

0

20

40

60

80

100

120

140

160

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Quiz Number

Num

ber

Cor

rect

Period 1 Period 5

Quiz Number

3644 42

25 22

57 58

17

6357

50

70

38

83

56

99

83 82 82

97

121

94

7381

133

0

20

40

60

80

100

120

140

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Quiz Number

Num

ber C

orre

ct

Quiz Number

3844 43

31 29

5551

18

75

6258

69

42

99

77

90 88

98

83

102

120

108 109104

132

0

20

40

60

80

100

120

140

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Quiz Number

Num

ber

Cor

rect

Period 3 Period 7268 255

284

367

286

404

329363

313

392

472

390372 381

513

300

400

500

600

er C

orre

ct

All 4 Periods Together

159182 184

130113

247218

109

268 255222

161

0

100

200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Quiz Number

Num

b


Page 24

Classroom Reading Fluency

740

1082

1340 1300 1300 1310 1324 1324 1376

800

1000

1200

1400

1600

Min

ute

for C

lass

room

740

0

200

400

600

Septem

ber

Octobe

r

Novem

ber

Decem

ber

Janu

ary

Febru

ary

March

April

May

Tota

l Wor

ds P

er M

Reading Fluency with Grade Level Text

Grade WPM

1 602 1003 120

Grade WPM

5 1406 1607 180

4 130 8 200

http://www.shodor.org/interactivate/activities/Stopwatch/

Pre-school understand “going up” is betterbetter.

Chemistry: Daily Ions

64 64 6671

7682 80

7380

8581

60

70

80

90

100

orre

ct

10

36

55

0

10

20

30

40

50

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Daily Assessments

Perc

ent C

o

4th Grade Spelling

1186

1315

1191

1675

1398

15711494

1726

1575

1819 1797

1666

1789

1668

18451741

1664

185718961927 1895 1902 19361978 19961996

132813171357

17221657

16031585

1748

1568

1901

1725172418051765

1966195919281929

1897190318171790

1540

1576

18271851

1558

1729

14281500

2000

2500

core

d

1186 1191

0

500

1000

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Assessment

Tota

l Poi

nts

Sc

2002-2003 2003-2004


Page 25

Middle SchoolVocabularyC ll t d

Copyright 2008 From LtoJ Consulting 50

Collected Weekly by Special Education Staff


“An increase in sample size causes a decrease in the variation between samples.” Zontec

Concept #7

The square rootsquare root of “n” is an ample sample size for accurate data if collectedaccurate data, if collected weekly or bi-weekly.

“Since it’s seldom feasible to test every item in a group, most studies are based on random samples.” Zontec.

ARGENTINA

Which is the best estimate for the annual average (mean rainfall in the graph)?

Monthly Rainfall

89

10

A.5 cm

B.7 cm

01234567

Jan

Feb Mar

Apr

May Jun

Jul

Aug

Sep Oct

Nov

Dec

Month

Rain

fall

(cm

)

B.7 cm

C.8 cm

D.2 cm

http://www.council-bluffs.k12.ia.us/ddi/mathquizzes


Page 26

Random selection

Drawing from a “hat” or fishbowlDiceComputer spread sheetsGraphing Calculator

d iwww.randomizer.orgPopsicle SticksPing-pong ballsBingoTransparency question

100-sided die from Gamescience

First Scatter Diagram

Middle School PE Running

Sept Oct Nov Dec

7

6

5

4

3

2

1Concept #9: There are two types of variation – special and common.


Page 27

Biology Vocabulary First Week of School

91

60708090

100

Stud

ents

33

16

3 3 1 0 0 0 0 00

102030405060

'o 1 2 3 4 5 6 7 8 9 10

Number Correct

Num

ber o

f S

Histogram booklet with page added page added each week: a flip chart telling the LtoJ story.

Each Student Records Results

In addition to the student run chart and list of essential concepts, each student has multiple copies of the page to the left.

At the conclusion of each LtoJ Quiz the students look at the class scatter diagram and record the results on their histogram.

Each student has a record of classroom progress.

Histogram on Door

Each student places sticky note on door. One student then arranges notesarranges notes into a histogram.


Cave Creek, AZ


Page 28

The 3 Basic Classroom Graphs:

• The Run Chart• The Scatter Diagram• The Histogram moving

from the LtoJ

All th d i d t• All three are designed to give teachers, administrators and students a view in the mirror. Has the taught curriculum been placed in students’ long-term memory?

Concept #4

The scatter overlayscatter overlay combines the student run chart and scatter diagram to precisely answer the

ti “H i hildquestion, “How is my child doing compared to the other students?”

Scatter Overlay


The Most Difficult Situations in Special Education

One Special Education Student's Run Chart

8

7

8

7

9

7

8

9

10

Corr

ectly

Marilyn Evans, Teacher, Mesilla Park School, Las Cruces, NM

Line is average words correct first seven weeks: 4 8 words

5

4 4

5

4 4

6

3

5 5

4

5 5

4

5 5

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Assessments, 2000-2001

Num

ber

of D

olch

Wor

ds R

ead first seven weeks: 4.8 words

After seven weeks student's record is eleven assessments above the average and four below the average. If no improvement had occurred, then student would have had 7, or the remaining 14 assessments, above the average and 7 below the average.Almost all improvement can be seen at a glance; but the most difficult of special education students need the average line drawn after seven assessments.

Special Education

• Reading fluency• Rubric (1-3 scale) on meeting IEP goals• Speech articulation

Ph i l th• Physical therapy• Quarterly overlay for “monitor” students• General education “freeing up” special

education

Writing Process

1. Teach rubrics; display excellence2. Assign writing3. Select 5 per class - 1:1 scoring on rubric4 Graph Total for 5 Selected4. Graph Total for 5 Selected5. Itemize Errors from 5 Selected6. Teach Based Upon Error Analysis7. Repeat with Next Assignment8. At Week Before Grades, Grade 1 Paper per Student- Best

Paper or Random Selection


Page 29

Chemistry Lab Report Errors

15: Missing Key for Stem & Leaf Plot

11: Missing Pieces of Data Summary Table

10: Missing Calculations 1-39: Missing Data Observations in

7: Not Realizing that Distillation is Expensive

6: Not showing Work for Calculations6: Not Typing Most of Data Analysis9: Missing Data Observations in

First Section6: Not Typing Most of Data Analysis

Material

You must respond to an argument your author is making (what are they selling?) by analyzing the making (what are they selling?) by analyzing the language he/she uses in order to further the argument.You should be able to write at least 50-75 words -quantity and an attempt at quality are both important! 1 – Introduction/Thesis 4- Evidence2 – Everything!! 5-Commentary3 – Topic Sentence 6- Mechanics/Grammar

Item Analysis

IndividualItemItemAnalysis

Reading Letters in Kindergarten

15

13

11

9 910

12

14

16

8 8

0

2

4

6

8

0

g G d b u E q


Page 30

7th Grade Middle School -- 160 Seventh Graders

98%94%

90%85%

79%

68%

56%

44%150

200

250

300

350

Num

ber

of E

rror

s

40%

50%

60%

70%

80%

90%

100%

n=357

812141922394344

777922%

0

50

100

Pythag

orean

Theore

m

Solve a

n Ine

quali

ty

Prime F

actor

izatio

n

Neg. I

ntege

r Exp

onen

ts

Lower

Quartil

eSca

le

Estimati

onRate

Propor

tions

Area of

a Rec

tangle

Standards

N

0%

10%

20%

30%

More Options

• Data analysis

* A sneaky little trick

Disaggregating Class Data In Jenks, OK

Biology EOI Sub-Groups 2004 - 2005

30

40

50

60

70

80

90

100

Reg. Ed. NHM**

American Indian**

Asian**ELL

All NHM

0

10

20

Black**

Hispanic**

White**Other race**

Free/Reduced Lunch**

Special Ed

2004

2005

2006

Learning Sequence--#20

• Data• Graph the data

•• Gain InsightGain Insight• Generate Hypotheses• Test Hypotheses to gain knowledge

Monitoring

• Discipline• Attendance• Tardiness• Homework• Interruptions

T h G d• Trash on Grounds• IEP compliance• Visitations by administrators• Bus arrival/departure• Behavior with substitute• Uniforms

Classroom Discipline

Number of Discipline NotationsCharles Thomas, Arnoldsburg, West Virginia

20

25

30

atio

ns

CL=4.7

0

5

10

15

20

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69

School Days

Num

ber

of D

isci

plin

e N

ot


Page 31

ARE WE MOTIVATED YET?

OVER TEN THOUSAND

INCENTIVES2

A Little Math

Five incentives per day 180 days per school yearThirteen years

This adds up to 11,700 incentives

3

Mmmmm………

If the theories behind extrinsic motivation were correct, then the USA would have the most motivated high school seniors on the face of the earth.

4

Shelly Carson & Jeff Burgard:

In their books, Continuous Improvement in

the History/Social Science Classroom

and Continuous Improvement in the

Science Classroom Carson and Burgard

describe a process for restoring and/or

maintaining enthusiasm.

5

Step 1. History

My History of Science (or any other subject) Learning:

Love it

Like it

OK

Dislike it

Hate it

1 2 3 4 5 6 7 8 9 10Grade Level

6

Step 2: Notes on Each Grade

12345678


Page 32

7

Step 3: History +/-+ -

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.8

Step 4. Monthly Feedback

An Enthusiasm Record

Love it

Like it

OK

Dislike it

Hate it

Septe

mber

Octob

erNo

vemb

erDe

cemb

erJa

nuary

Febru

aryMa

rch April

May

June

9

Is this worth your time?

“Yes, because Mrs. Carson changes at least one thing each month based upon what we say.”

12

Palatine, IL Results

Increase in EnthusiasmCCSD 15 Palatine, Illinois

0102030405060708090

100

k 1 2 3 4 5 6 7 8

Grade

% H

app

y F

aces

2000-01

2001-02

2002-03


Page 33

13

Palatine, IL ResultsPalatine Enthusiasm Run Chart

47%

53% 54%50%

62%

89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1997-98 1998-99 1999-2000 2000-01 2001-02 2002-03

Perc

ent H

appy

Fac

es

Adults are in Charge of Student Enthusiasm:

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

enta

ge

K 1 2 3 4 5

Grade Levels

Boulder Creek Happy FacesSubject/Grade 1995-96

Spanish

Computer

Dance

Drama

Art

Music

Health

P.E.

Soc. Studies

Science

Math

Writing

Reading

15

Whole School Pareto

182542444955

8283

95%

89%

79%

68%

55%

41%

21%

0

49.75

99.5

149.25

199

248.75

298.5

348.25

398

Social Studies Writing Words Reading Math Science Riddle School SSR

Num

ber

of S

ad F

aces

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

n=398

16

Eric's School History

1

2

3

4

5

1 2 3 4 5 6 7 8 9

Math

Science

English/Reading

History/Social Studies

PE

Art

Music

Riding Bike

SCHOOL

Love it Like it OK Dislike Hate it

Grade Level

17

8th Grade:

Lee: “Eighth Grade was your best year. Even though you disliked history, you loved school. How can this be?”

Eric: “You can handle onebad teacher, but beyond that, it is too much to take.”

18

Extrinsic Motivation Demotivates• Why We Do What

We Do? By Edward Deci details research establishing that above title is correct.


Page 34


Page 35

+ Copyright 2009 From LtoJ Consulting Group, Inc. [email protected]

Page 36

ESSENTIAL RHYTHM SKILLS PATTERNS 1

Sequence adapted Usual Duple & Combined Dave Bellfrom Edwin Gordon Winton Woods High SchoolLearning Sequences in Music Cincinnati, Ohio

[email protected]


Page 37

Marlane Parra’s SpeechArticulation Web

Expected articulation skills for an average developing four-year-old.**Based on norms from the Arizona Articulation Proficiency Scale: Revisedby Janet Barker Fudala, MA; Western Psychological Services, Los Angeles, CA, 1970.

International phonetic alphabet: –k is final position; k– is initial position

Inner circle moving outward:0—Can’t produce phoneme1—Can imitate phoneme2—Can produce phoneme in isolation3—Can produce the phoneme in a word

4—Can produce phoneme in a sentence5—Can produce phoneme in a conversation during therapy6—Can produce the phoneme in spontaneous conversation

!"

u

au

e#

$

%

&l

ia ' h– w– –m m–

–ff–

–t

t–

–k

k–

–b

b–

–nn–

–((–

j––dd––pp–

a#

0 1 2 3 4 5 6


Page 38


Page 39

20

19

18

17

16

15

NUMB

14

13

12

BER

OF

11

10

9

STUDEN

8

7

6

TS

MISS 5

4

3

2

SING

2

1

RANK ORDER FROMMOST TO LEAST MISSED

Copyright 2009 From LtoJConsulting.com [email protected]

Page 40

L to

Bel

l32

16

8

30

00

00

05101520253035

01

23

45

67

8

Number

Correct

NumberofStudents

2

68

12

18

11

6

00

02468101214161820

01

23

45

67

8

Number

Correct

NumberofStudents

L to

J

26

31

63

40

40

00

005101520253035

01

23

45

67

89

10

Number

Correc

t

NumberofStudents

13

1

64

64

7

18

23

17

0510152025

01

23

45

67

89

10

Number

Correct

NumberofStudents

Bell

to B

ell

16

9

26

14

1

62

10

0051015202530

01

23

45

67

89

Number

Correct

NumberofStudents

13

44

1112

14

97

4

0246810121416

01

23

45

67

89

Number

Correct

NumberofStudents

Bel

l to

J 00

22

5

1719

40

051015202530354045

01

23

45

67

Number

Correct

NumberofStudents

8

19

30

1111

6

00

05101520253035

01

23

45

67

Number

Correc

t

NumberofStudents

INS

TRU

CTI

ON

WE

AK

STR

ON

G

C U R R I C U L U M

S T R O N G

W E A K


Page 41

Five Basic Graphs for Annual Results

Enumerative“Chamber of Commerce”Radar ChartRadar Chart

AnalyticalPareto ChartCorrelation ChartControl Chart

“Chamber of Commerce” Graph

This graph, which makes little sense to educators, is the percent of exams that students met or exceeded standards. It combines writing, reading and mathematics for all grade levels in the district.

45% 46% 48% 49%50%

60%

70%

80%

90%

100% Murphy School District "Chamber of Commerce" Chart

45%

0%

10%

20%

30%

40%

2005 2006 2007 2008

Radar Chart

The radar chart is for displaying data for multiple measures over several years. In Excel, the rows are the measures and the columns are the years.

Michael Schmock of Cecil County, Maryland School Di t i t d th i ifi t i t t thDistrict made three significant improvements to the radar chart.1. Removed all lines except the most recent year.2. Added a double asterisk for all-time-bests3. Added Annual Measurable Objective (AMO)

Data comes from CTB Summary

Setting Up Excel

2005 2006 2007 2008Reading 3

Writing 3

Math 3

Reading 4

Writing 4

Math 4

Reading 5

20

40

60

80

1003rd Reading **

4th Reading

5th Reading **

6th Reading **

7th Reading **5th Writing

6th Writing

7th Writing

8th Writing

School District Radar Chart

0

8th Reading

3rd Math **

4th Math

5th Math **

6th Math **

7th Math **

8th Math

3rd Writing

4th Writing

2005 2006 2007 2008 AMO


Page 42

Pareto Chart

The Pareto Chart is an item analysis tool designed to help people see where errors are occurring and then establish priorities.

The errors are in rank order from most errors to least errors.

The sloping line is cumulative percentage of errors. In these examples, district administrators focused upon the strands that composed approximately 50% of the errors.

Data comes from the “Concept Performance Report.”

29%

41%

51%

62%71%

79%85%

91%96%

30%

40%

50%

60%

70%

80%

90%

100%

2000

3000

4000

5000

6000

7000

ber

of E

rror

s

6th Grade Math

1203845 845 742 742 666 563 435 410 384 282

17%

29%

0%

10%

20%

0

1000

2000

Tota

l Num

bCorrelation Chart with Regression

The purposes of the correlation chart are two-fold:1. Determine if educators can have confidence in

specific instructional initiatives. For example, if the correlation coefficient is above .70, educators can h fid th t t d t i ti lhave confidence that student success in a particular program will most likely result in success on AIMS. The correlation is between AIMS results and a district program results.

2. If the correlation is above .70, then the regression analysis will be of benefit. Educators will be able to predict what portion of students will meet standards on future AIMS exams.

400

500

600

700Sc

ores

Pearson Correlation Coefficient = .76

Meets

Exceeds

Correlation Between Dibels and Aims for Grade 3

0

100

200

300

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230

AIM

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ale

Reading Fluency -- Dibels

76% of the variation on the AIMS Reading Exam can be explained by Dibels results. 24% cannot be explained by Dibels. If a student reads 85 WPM there is a 76% chance the student will meet standards in grade 3 reading.

Control Chart

Invented in the 1930’s by Walter Shewhart, the Control Charts are designed to separate special from common cause variation. The control charts replace ranking and the phrases “above average” and “below average ”average.

The following control chart is a dot for each teacher in teaching mathematics in the district. Those above the Upper Control Limit are analyzed for ways to improve the total district; those below are analyzed for improvement.

UCL 68.014

50

60

70

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90

100

s or

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Control Chart for Mathematics Murphy School District

LCL 39.217

0

10

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% m

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Page 43

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Page 44

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Page 46

Number of Points Given to Each Root Cause

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Page 48

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Page 49

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Page 51

Results (Summative) Data:

Grading Options

The grading options described below are not formally an aspect of the From LtoJ® process. However, they do combine the continuous improvement, no-permission-to-forget philosophy, of the non-graded aspect of From LtoJ® with the grading policies of classrooms. Ideally grades should correlate perfectly with learning. One should be able to believe, with great confidence, that a student receiving an “A” in a classroom has placed the content of the course into his/her long-term mem-ory and can apply the knowledge in new situations as demonstrated by performance assignments. The student may or may not be particularly responsible when it comes to daily assignments. This information can be com-municated to parents in ways other than academic grades. Option 1 for a course with no prerequisite knowledge required: Students are given a minimum of four end-of-the-year finals. Each assessment is a different version, but all are based upon the course expectations provided to students the first week of class. Students are expected to an-swer the percentage of the exam questions that correspond to the percentage of the course taught. For example, at the end of the first quarter, students are expected to answer 25% of the questions correctly. A grading scale for an exam with 48 questions could look like this if 90% equals an “A,” etc. Time of Exam Expectation Grading Scale 1st Quarter 25%-12 of 48 11=A; 10=B; 9=C; 8=D Semester 50%- 24 of 48 22=A; 20=B; 18=C; 16=D 3rd Quarter 75%- 36 of 48 33=A; 30=B; 27=C; 24=D End of Course 100%-48 of 48 44=A; 40=B; 36=C; 32=D Option 2 with course requiring prerequisite knowledge: Students are informed that 1/3 of their grade on exams will be their knowledge of prior grade/course content and 2/3 their knowledge of the current course. They are no longer given permission to forget the work of prior years. Students are provided, if necessary, the content expectations of prior courses. The grading scale com-bines the expectation of knowing 100% of prior year content and the appropriate percentage of current year content. The example below is for an exam with 48 questions, 32 from current year and 16 from prior year. Time of Exam Prior Expectation Current Expectation Grading Scale 1st Quarter 100% - 16 questions 25% - 8 of 32 22=A;19=B;17=C;14=D Semester 100% - 16 questions 50% - 16 of 32 29=A;26=B;22=C;19=D 3rd Quarter 100% - 16 questions 75% - 24 of 32 36=A;32=B;28=C;24=D End of Course 100% - 16 questions 100% - 32 of 32 43=A;38=B;34=C;29=D


Page 52

Run Chart (number)1. Make Chart for all six quizzes2. Y-axis is number of possible correct answers. For example, if there

are 65 in seminar with each person taking a 5 item quiz, the number possible is 5 x 65 or 325.

3. The x-axis is 6 because we will take six quizzes.4. Caution: Be sure to count up the number of correct answers, not the

number of people in the seminar.

Run Chart (percentage)

1. Make Chart for all six quizzes2. Y-axis is 0% to 100%3. The x-axis is 6 because we will take six quizzes.4 Calculate the percentage of correct answers for the4. Calculate the percentage of correct answers for the

first two quizzes..5. Count the number of dots on the scatter diagram to

determine the denominator for calculating the percentage. It will probably differ between quiz 1 and quiz 2.

Histogram1. Make six blank histograms – one for each quiz2. The x-axis is 0 to 5 exactly as on page 5 of your handout booklet3. You will need to think about how high to make the y-axis. If there are

65 people in the seminar, for example, the y-axis could go up to 65 but it is highly unlikely that all 65 would score exactly the same on any one quiz. Probably 40 would be the maximum to have the exact same q yscore, but this is a guess.

4. Complete the graph for the number of quizzes that have been completed thus far.

5. Display in room in a location where all six can be seen side by side.

Histogram Booklet

Follow directions for histogram except that your graphs will be in the histogram booklet.

The results of Quiz #1 are to be placed on the last page of the booklet.

The results of Quiz #2 are on the next to last page.

Question #1Expanded Consensogram

1. Write on your chart a row of numbers from 0% to 100%. Count by 10’s. These numbers are to be placed at the base.

2. Draw a horizontal line separating the base from the rest of the numbers you will write.

3. Look at each questionnaire and record what percent of the year the id th d t hi t t t d t h ld l dperson said they spend teaching content students should already

know. Record the grade level above the percentage.4. Record all grade levels from lowest to highest.5. Write median and mode of data on chart. 6. See next slide for example.

Expanded Consensogram (cont.)

10

9

11 Median =___________

9 Mode =__________

3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

9

5

5

1

3

3

2

K


Page 53

Question #2 Consensogram

1. Create a chart that looks exactly like the question.2. Place a dot or “x” from each questionnaire on the line according to

where the participant placed their “x.”3. When several put their “x” the same place, stack up the “x’s” so that a

graph is formed.

The consensogram is used to gather opinions prior to a decision being made. Can be done prior to discussion or afterwards.

Question #3Consensogram

1. Draw a line the full length of your chart paper – near the bottom of the page.

2. Make a scale from the least number of years (for pendulum swings) to the most number of years.)

3. Place a dot or “x” from each questionnaire on the line according to h th ti i t l d th i “ ” th ti i tiwhere the participant placed their “x” on the questionnaire question

#3.4. When several place their “x” at the same place, stack up the “x’s” so

that a graph is formed.

Question #4Nominal Group Technique

1. Tally up points for each of the three choices on #4. Give three points for first place, two points for second place and one point for third place.

2. Make a poster of results. Nothing is being graphed.3. Poster should be in rank order from most points to least points. An

l iexample is:

Knowledge 134Personality 98Power 57

Question #5Quadrant Chart

1. Create a chart with 4 quadrants like the small chart below.2. Place an “x” in one quadrant for each questionnaire. You will have

one poster with one “x” for each seminar participant.

Always Changing

Note if there are any “x’s” in the lower left corner. It is actually impossible to always improve, but never change.

Never Changing

Never Improving Always Improving

Question #6Pie Chart

1. You are only graphing what people listed in first place.2. Create a pie chart for the percentage of responses for each of the

three choices on best way to learn.


1. Create a pie chart for the percent of responses for each of the four choices.

2. Have the slice of the pie for “uncommitted people” stand out from others.

3. See how close group came to 4% of problems are caused by people. Thi ill b th t f “ itt d”This will be the percentage of “uncommitted”


Page 54

Question #8Run Chart

1. Make a chart like the one on page 35 of handout booklet.2. Organize data by grade level (i.e. all kindergarten together, all first

grade, etc.)3. Average the percentage of students who love school for each grade

level. If people record a range of grades, use your best judgment di h t l d tregarding where to place data.

4. Graph results showing one dot per grade level. Join dots with a line.5. Write actual percentages adjacent to dots.

Question #9Correlation Chart

1. Page 48 is a sample correlation chart. It is one dot for each student correlating their 5th grade classroom work with their 6th grade standardized test results.

2. Your chart is to be made like the chart on page 48. You will need to create the x-axis based upon the data. At the left is the least number of hours recorded on the questionnaire and at the right is the most number of hours recorded on the questionnaire.

3. The y-axis displays the results – how much students learned from the process of grading papers.

4. Place one dot on the chart for each person. It is a matter of going up to the number provided for how much students learned and then going across to the number of hours.

5. Study the dots for a pattern. 6. One person in group is to calculate Pearson Correlation Coefficient

by placing all data in Excel. Ask for help.


.• Count up the percent for each grade – A,B,C,D,F• Create a pie chart• Disregard any questionnaires that did not answer. Not all teachers

have the responsibility of assigning grades.

Pareto Chart1. Count up how many errors were made for each of the five quiz items

on the most recent quiz. You will need this total to create the Pareto Chart.

2. Open your booklet to pages 44 and 45. Page 44 is your sample and 45 is to practice on prior to creating the Pareto Chart on chart paper.

3. Count up total errors on all five questions. Write number in upper-left hand corner See example – 293 errorshand corner. See example 293 errors.

4. Graph number of errors in descending order. Label5. The percent line is cumulative percent. The first number is percent for

first column, then percent for first TWO columns, etc.

Control Chart1. Tally points given for each item. First place is 10 points, second place

is 9 points and third place is 8 points etc.2. Open up handout booklet to 46 and 47. 3. Make chart like page 46, plotting number of points for each of the

items.4. The y-axis on chart needs to merely be high enough for the concept

with the most points.5. The formula for the UCL (upper control limit) and LCL (lower control

limit) is on page 47. m is mean.6. If the lower control limit is a negative number, draw it at zero.

Dashboard Directions

1. New blank presentation

2. Blank page3 I t bj t

6. When object appears on screen, shrink and locate

7. Start over with new bj t t i t3. Insert object

4. Browse to select presentation

5. Click link and OK

object to insert8. Save. 9. To use click on

show slide10. Use ESC to return

to dashboard.


Page 55

Practice Directions:

• Complete 7 enclosed graphs for practice• The data is on last page of booklet; it is

actual data from weekly quiz on 13 randomly selected vocabulary words from 170 for year.

• Number and Percentage Correct are calculated for you at bottom of data page.

• For Scatter Overlay connect dots for one ystudent.

• The data is taken mid-year, so the two histograms will show an “L” and a “bell.” A “J” did occur at year’s end.

Student Run Chart for “G”

Num

131211m

ber

Corr

111098765

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Quiz Number

ect

43210


Page

Class Run Chart (Number)

Num

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200180160140120100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Quiz Number

ect

806040200

Class Run Chart (Percentage)

Per

100%

90%

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70%

60%

50%

40%

30%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Quiz Number

rrect

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20%

10%

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Page

Complete Scatter Diagram13121110

Num 1098 .

7 .. . …

6 . . … …

5 . . . ….. ….. . . ….. ….. …

4

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Quiz Number

ect

Histogram Week 1

NU

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of ST

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Page

Histogram Week 15

NU

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Scatter Overlay for Student “C”13121110

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6 . . … … … …

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0 ………….

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Quiz Number

ect


Page

Implementation of the LtoJ® Process A Cloze Activity for Reading Comprehension

Successful implementation of LtoJ will bring about a number of benefits for students and adults alike. All of them are manifestations of __________(1) Deming’s core teaching that it is __________(2) to have both higher quality and __________(3) costs at the exact same time. __________(4) would examples be in education? Sometimes __________(5) benefit is less time spent on __________(6) background knowledge. The students learn __________(7) of these essential concepts in less __________(8) time, leaving more time for the __________(9) understanding that requires the guidance of a __________(10). At other times the result will be less time grading papers and better student work. It is the sampling and item analysis of student work that creates this seemingly impossible result. Other higher quality/lower cost implementations are because the classroom becomes a team of students working together with the teacher as the leader of the classroom. The graphs and subsequent celebrations of all-time-bests are key components of team creating. Anybody can create better quality by adding to the costs – teachers work two more hours per day, cut out some subjects to double the time for other subjects, drop the inquiry, investigations, applications, research, and problem solving and use all time to cram facts likely to be tested. The genius of Dr. W. Edwards Deming was that he proved through the Japanese manufacturers that higher quality and lower cost were possible at the same time. Since 1992 US teachers and administrators have been gradually fine-tuning the continuous improvement process called LtoJ to prove that Dr. Deming’s principles are equally applicable in schools.

This cloze assessment was created using: http://www.oup.com/elt/global/products/ef_teachertools/preint/ I left the first sentence and first six words of the second sentence complete. Then I copied remaining text and pasted it into the site named above. Next I copied ten blanks and replaced text from the original document. The result is above. There are many different ways to use the cloze reading assessment. The example above leaves the first sentence as is, removes every 7th word for ten blanks and then leaves the remaining text complete. Thanks to Vickie Hedrick for locating this site.


Page 60


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55

ACROSS1 "_____________KNOWLEDGE -- DR. DEMING4 ONE TYPE OF VARIATION6 __________DRIVE OUT BARRIERS8 LTOJ MEASURES _____ASPECTS OF EDUCATION9 HIGH STANDARDS; HIGH ________ RATE

12 PLAN,DO,STUDY,ACT14 WHAT WE WANT TO BE15 GAINED FROM STUDYING GRAPHS16 FORMATIVE17 CREATE AS MANY AS POSSIBLE.18 INSIGHT IS GAINED FROM STUDYING PATTERNS AND

____________.20 POINTS IN A ROW TO "TEST OUT"22 CONSTANTLY SWINGING27 OPPOSITE OF REMOVING BARRIERS28 CHILDREN ARE LEAST LIKE ADULTS IN THEIR ___.

30 SUMMATIVE31 VARIABLE IS _____________; CONSTANT IS

LEARNING33 FROM CUSTOMERS35 COMES FROM BOSSES41 COMMON DIRECTION42 FAMOUS EPISTEMOLOGIST44 LEADER IS TO ___________LEADERS.47 INSTEAD OF CHANGE49 HIGH ___________; HIGH SUCCESS RATE52 SAME FOR ADULTS AND CHILDREN53 MIDDLE OF YEAR CURVE54 ONE STUDENT'S PROGRESS OVER CLASS PROGRESS55 LINE CHART

DOWN1 GRAPH FOR ITEM ANALYSIS

2 HISTOGRAM SYNONYM3 DRIVE THIS OUT5 ______________THEORIES7 DESIRED RESULT IS HIGH ________ RATE8 REDUCE THIS

10 OPPOSITE OF COMMON VARIATION11 NUMBER OF GENERATIONS OF MANAGEMENT13 BLAME THE ____________, NOT PEOPLE18 CURRICULUM IS PLACED INTO __________MAJOR

COMPONENTS19 ONE WAY TO LEARN IS TO BE ___________-21 THERE ARE TWO TYPES OF ___________IN

STATISTICS. 23 LEARNING IS TO BE THE _____________24 THE CONSTANT25 REMOVE...26 SEPARATES COMMON FROM SPECIAL VARIATION

29 NUMBER OF BASIC CLASSROOM GRAPHS32 A DOT FOR EACH STUDENT EACH ASSESSMENT34 SYNONYM FOR FROM LTOJ36 IF HAVE ___EXAMPLE CONTRARY TO THEORY, CHANGE

THEORY37 WHERE LEE LIVES38 ROOT CAUSE #2, wrong _____39 ______________TO FORGET40 SAMPLE SIZE FOR WEEKLY ASSESSMENTS43 NOT OUR JOB TO _____________STUDENTS45 TOO MUCH OF THIS; NOT ENOUGH COACH46 SYNONYM OF COLUMN CHART48 WHAT AN AIM DOES FOR AN ORGANIZATION50 LEADERSHIP EXPERT51 MULTIPLE MEASURES OVER MULTIPLE YEARS

Page 6


Page 61

Getting Started �–What Curriculum?

�• Decide: Start with Key Concepts to Know or�• Performance to Demonstrate

The LtoJ® Process: Set Up

Prepare Materials

�• Write Learning Expectations�• Create Blank Graphs for Students and Classroom

Prepare Classroom

�• Decide on Random Process�• Structure Process for Collecting Data

PrepareStudents

�• Create Student Data Folder (Run Chart and LearningExpectations

�• Inform Students They Have Permission to Not Know �“Yet�”

The LtoJ® Process: Execution

Start Process

�• Begin With First Assessment�• Show Students How to Graph Results

MonitorProgress

�• Discuss Student and Classroom Progress Weekly�• Set up Process for Students to Complete Item Analysis


Page 62

Celebrate, Planor Discuss

�• Decide with Students How To Celebrate All TimeBests

�• Plan when Plateaus, Discuss Valleys with Students

The LtoJ® Process: Adoption

Pacing

�• Remember to Teach in Logical Sequence; Instructionis not Random

�• Adjust Pacing of Instruction Based Upon Data

Add More

�• Add Other Subjects After Implement Efficient Process�• Enthusiasm, Behavior, etc. May Be Added Also

Details: The 3 Basic Charts

Use Scatter Diagram as Collection Toold d kOne dot per student per week

Students want comparative data without being embarrassed

Class Run Chart and Student Run Chart�• Class can be number and/or percentage�• Combination of individual progress and contribution to team buildsintrinsic motivation

Histogram�• Why process is called LtoJ®�• On white board, in Excel, booklet, or each student in data folder


Page 63

Details: Item Analysis

KindergartenExample of

Teacher Tracking

Pareto Chartcreated by 2 3students each

Individual ItemAnalysis in

Student DataTeacher TrackingItem Analysis;

Students Color inGraph

students eachweek

Classroom ItemAnalysis

Tally Marks WillWork

Student DataFolder

Details: Reading Progression

Foundation inKindergarten Fluency Comprehension

with Clozegand Grade One

y with Cloze


Page 64

Details: Explain to Students

Details: Explain to Students

When a previewitem is selectedon a quiz a brief

High levels ofenthusiasm arepossible formost students.Formallistening with

�“Permission toForget�” currentand prior year�’scontent is over.

explanation willbe provided.

listening withthe +/ helpsincreaselearning andmaintainenthusiasm.


Page 65

IntensiveFrench

Grade 6Lloydminster, AB

Catholic School DivisionSue Jamieson , Teacher

Claude Germain & Joan [email protected]@sympatico.ca

This week we’llwe ll have all“a” questions.

Hunter is selected to draw the question numbers from the 4 cups. Four more names drawn for

other jobs.

Class Scatter Diagram

45Secondsto placedot onscatterdiagramor teacherplaces dot for student.

Preview and Review (French) June “J” Curve


Page 66

My LtoJ® Planning Guide 1. Am I starting with background knowledge or performance? _________________________ 2. If background knowledge, create vocabulary or essential elements list. 3. If performance, am I measuring by counting, dichotomous rubric or check-off sheet?

_________________________________________________________________________ 4. Create “What You Will Learn” document to provide students. 5. Create Student Run Chart. A. How many quizzes (or checks)? ________________ (x-axis) B. What is the highest number for any check or quiz? _________________(y-axis) C. Use Microsoft Word to create student run chart. “Insert Table” is the command. 6. Create Scatter Diagram A. How many quizzes (or checks)? __________(x-axis) B. What is highest number for any check or quiz? __________ (y-axis) C. Will my scatter diagram be same size as student run chart (so I can make transparency for scatter overlay) or on poster with stickers? __________ 7. Create Class Run Chart A. How many quizzes (or checks)? _____________ (x-axis) B. Am I making my class run chart percent or number? _____________. If percent then y-axis is 0% to 100%. If number, go to C. C. Multiply number of students by number possible. ___________(y-axis) D. Will this be a large poster created on regular sized paper?___________ (ghost-line paper works well for charts) E. If teaching multiple periods of same subject, which students will create run chart for all periods added together?__________________ 8. Create Histogram Process. How will I do this? A. Sticky notes on door? __________ B. Histogram story on bulletin board?__________ C. Histogram booklet — one page per quiz or check? __________ D. Teacher create on white board several times a year? __________ 9. Establish student data folder. What else besides student run chart and key concepts (or performance standards) am I going to place in student data folder? _________________ 10. How am I going to select random numbers? Dice, fishbowl, www.randomizer.org, www.hotpot.uvic.ca, random numbers in Excel, transparency questions? ____________ 11. How am I going to conduct the quiz? Written, oral, power point, hotpot, etc. _______ 12. How am I going to organize so that students do ALL of the graphing? ________________________________________________________________________ ________________________________________________________________________ 13. How am I going to celebrate ATB’s?________________________________________ 14. What is my formula to remove “Permission to Forget” from prior year’s courses?__________________________________________________________________ 15. How do I want to complete the item analysis for both class and students? A. Each student (highlight correct items, check-off list, etc.)___________________ B. Whole class (2 students create Pareto, sticky notes on white board, etc. __________


Page 67

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Page 68

CCoonnttiinnuuoouuss IImmpprroovveemmeenntt RReessoouurrcceess

Books

Permission to Forget: And Nine Other Root Causes of America’s Frustration with Education by Lee Jenkins. From Quality Press, 800-248-1946, www.asq.org

Improving Student Learning: Applying Deming’s Quality Principles in Classrooms, (Second Edition) by Lee Jenkins. From Quality Quality Press, 800-248-1946, www.asq.org

Boot Camp for Leaders in K-12 Education: Continuous Improvement by Jenkins, Roettger and Roettger. From Quality Press, 800-248-1946, www.asq.org

From Systems Thinking to Systemic Action: 48 Key Questions to Guide the Journey by Lee Jenkins, Rowman-Littlefield Publishers, (800) 462-6420, www.rowmanlittlefield.com

Continuous Improvement in the Science Classroom by Jeffrey Burgard. From Quality Press, 800-248-1946

Continuous Improvement in the Mathematics Classroom by Carolyn Ayres. From Quality Press, 800-248-1946

Continuous Improvement in the Primary Classroom: Language Arts by Karen Fauss. From Quality Press, 800-248-1946

Continuous Improvement in the History/Social Science Classroom by Shelly Carson. From Quality Press, 800-248-1946

Charting Your Course by John Conyers and Robert Ewy. From Quality Press 800-248-1946 Statistical Process Control edited by Warren T. Ha, The Zontec Press, Cincinnati, OH.

www.zontec-spc.com Compilation of Teacher Lists of Essential Concepts JJ Burgard .& Associates (866) 630-6995, 475 Queen Ave NE #103 Renton, WA 98056, www.gatewaytomastery.com Software/URL: QI Macros for Excel. Life Star, 2244 S. Olive St., Denver, CO 80224. 888-468-1535 Free Timer: http://www.shodor.org/interactivate/activities/Stopwatch/ Council Bluffs, IA math quizzes: www.council-bluffs.k12.ia.us/ddi Lexington, NE superb support for teachers for LtoJ in math. www. http://manila.lex.esu10.org/lexcurric/ Random Numbers, www.randomizer.org Matching, Flashcard, Drag Drop, http://hotpot.uvic.ca On-Line Courses and Dice Knowledge Delivery Systems, 800-728-0032, www.kdsi.org. An actual LtoJ® seminar filmed and edited into three, for credit, courses. Dice: Gamescience, 7604 Newton Drive, North Biloxi, MS 39532. 228-392-4177. Other Books, etc: Edward L. Deci, Why We Do What We Do, Penguin Books, 1995 Ole! Ole! Ole! (includes Tooty Ta) www.drjean.org, 3019 Marsh Haven, Seabrook Island, SC 29455 Michael Clay Thompson, Classics in the Classroom, Royal Fireworks Press, First Avenue, Unionville, NY 10980, 914-726-3824. Timed Readings in Literature, Edward Spargo, Editor. From Jamestown Publishers, 4255 West Touhy Avenue, Lincolnwood, IL 60646 “Double Napoleon’s March” 800-822-2454 (poster) Pacer Cassette, $12, American Fitness Alliance, PO Box 5076, Champaign, IL 61825-5076, 800-747-4457, www.humankinetics.com E.D. Hirsch, The Knowledge Deficit, Houghton Mifflin, 2006. John Maxwell, Executive Editor, The Maxwell Leadership Bible, Thomas Nelson, Nashville, 2002.


Page 69

ProcessData

DistrictStrategicPlanningQuestions:

InstructionResultsData

Curriculum

Process (Formative) Dataa.Is every student informed on the first day of every course precisely what they will learn in the course?b.Do teachers and principals receive weekly feedback on learning progress toward meeting end-of-the-year expectations in all classes? Are the 3 basic graphs in use?c.Is there a culture of celebrating All-Time-Bests from this weekly feedback?d.Are students and faculty actively involved in establishing hypotheses for improvement?

Results (Summative) Data2

16 Strategic Planning Questions Adopted from Spring, 2008Rowman, Littlefield AASA joint publication by Lee Jenkins

1

a.Are data reported as a pattern or trend over a minimum of five years?b.Are the five basic graphs used to analyze and report all end-of-the-year results data?c.Is there a culture of celebrating All-Time-Bests for both aggregated and disaggregated data?d.Is there a record of increased achievement with a balanced curriculum?

Curriculuma.Are over 90% of the essential concepts students are to learn aligned within the school system, K-12?b.Are the students and parents provided the aligned curriculum documents?c.Are common end-of-grade level/course exams administered?d.Has a structure and ratio been established to remove “permission to forget” from prior grade levels and courses?

Instruction

3

4 Instructiona. Are standards the foundation for instruction?b.Have district staff members agreed upon the ingredients of powerful instruction? Do classroom observations document that these practices are in place over 90% of the time?c. Are all teachers a member of at least one group of peers meeting regularly to study student learning, agree upon pacing guides, study item analyses, and teaching strategies?d.Has the district identified all of the activities that are necessary only because of some instructional failure and is there a district created flow chart created that lays out the steps to reduce these failures?

4


Page 70

Questionnaire: From LtoJ® Seminar

No names please. This anonymous data will be used during the course of the two-day seminar to (1) gain insight and (2) practice the graphing techniques taught in the seminar. If you are an administrator either answer based upon current observation or prior teaching experience.

1. Name the grade level(s) you are the most familiar with. ____________ Approximately what percentage of the academic year do you spend teaching concepts students should have learned prior to attending your course/grade level?

_________________________.

-----------------------------------------------------------

2. Place an �“x�” on the line below at the location that best describes your belief about students and grades.

_____________________________________________________________________ Grades demotivate Grades motivate 50% Grades motivate students of students all students.

-----------------------------------------------------------

3. Approximately how many years are between major swings in instructional practices (the infamous pendulum)? _________

-----------------------------------------------------------

4. Think of a current or former boss. What methods does he/she generally use?

Please rank 1,2,3, with "1" being most used method. Use personality to get me to go along. _________ Use pressure to force me to change. _________ Increase my knowledge so I accept the change. _________

-----------------------------------------------------------

5. Check one of the four boxes. Check the one that best describes your professional life.

Always changing, but never improving Never changing, never improving Always changing, always improving Never changing, always improving

Page 71

NOT FOR NOTES

Page 72

6. Rank these methods for your learning with �“1�” being the best: being mentored, relying upon experience, testing theories. 1.__________2. __________3. ________

-----------------------------------------------------------

7. Place an �“x�” above the phrase that best describes your place of employment. Uncommitted people People doing their best bowling team1 orchestra2

-----------------------------------------------------------

8. Name one grade level you teach (administer). _____________ What percent of students love school at this grade level? _________________

-----------------------------------------------------------

9. How many hours a week do you spend evaluating/grading student work? ___________ On a scale of 1-10 (ten being the best), how much do students learn from your comments, scores, etc. on the evaluations? 1= almost no students benefit; 3= some

students benefit; 5= half students benefit; 7= most students benefit; 10= all benefit. __________________

----------------------------------------------------------- 10. If a student in your classroom earned all A�’s on exams and all A�’s on long-term,

performance projects, but never turned in daily homework, what is the highest grade he/she could earn? __________________

1 A bowling team is described as people who like each other, give each other advice from time to time and then add up their scores at the end of the specified time. 2 An orchestra is defined as a group of people who are all looking at the same �“sheet of music,�” continually collaborating for the benefit of all. The goal is not to hear individuals, but to produce a wonderful result because of efforts and talents of all. For example, it�’s not how I did, nor even how the 2nd grade team did, but it�’s �“did we send to the middle school the best prepared students ever?�”

Page 73

NOT FOR NOTES

Page 74

Feedback Form

At the conclusion of this workshop, I am asking that you provide me feedback to assist in my planning for future workshops. Often seminar participants are asked to fill out an evaluation of the experience. This is to assist local administrators with their decisions. The purpose of this feedback is different; it is to help me with my work. Thanks.

1. Which activities were the most helpful to you?

2. Did you notice any written or spoken factual errors? If so, what were they?

3. The seminar is designed to be a balance of theory, practical advice for all teachers and administrators, application, and activity. Was the seminar balanced?

Were there “dead spots” in the seminar?

4. What one concept/idea was the most provocative?

5. What activity was the least helpful to you?

6. How committed are you to beginning the From LtoJ® process in your district, school or classroom? If highly committed, with what subject/area do you expect to start?

Thanks.

Page 75

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Documents

table of contents1 - educatored.com · Crossword Puzzle::::: ... It takes onlyyp y yq y y one example contrary to a theory to require that you revisit the theory. ... According to