Agenda

- A work in progress - Check back often - 9/01/09 || Excel Work Session on 9/02/09 for Cohorts 1 & 2 for students who need introduction to spreadsheets
 * **Date** || **What We Will Do in Today's Class** || **What You Need to Have Done Before Today's Class** ||
 * Class 1

Out of Class Work Session: 9/08/09 || # Share graphic philosophy 9/15/09 || # Information index card 9/22/09 || # Sharing learning style inventories 9/29/09 || # [|Evaluating Web resources] 10/06/09 || # 3 Book Talk presentations 10/13/09 || # 2 Book Talk presentations 10/20/09 Work Session || (time to work with colleagues in your LPLC) || * Select Three or more colleagues in your local educational community who will partner with you to create a Local Professional Learning Community. If you are already part of a LPLC, determine a way that you can enhance what already exists. 10/27/09 || # Sharing of student products & learning (6? people @ 15 min. each): Sarah & Alison 11/03/09 || # Sharing of student products & learning (3 people @ 15 min. each) Joyce, Kelly, & Carlos 11/10/09 || # Sharing of student products & learning (5 people @ 15 min. each) Jess, TJ, Stacey, Beth W., & Beth C. Lobby of Education Center 9am to 12:30 || This is a time to catch up if you had to miss a class, a time to get help on any projects you're working on, a time to "get your homework done" with friends and support,. . . You don't have to come for the whole time; drop in and stay only as long as you need or want to (but do arrive before 11:45--I can't stay after 12:30) || 11/17/09 || # Updating/finalizing your unit plan on last semester's wiki based on results from teaching it 12/01/09 || # Last student products: Sam and T.J. 12/08/09 || # Update your EDU 580 Technology Log to reflect this semester's learning (Finals Week) 12/15/09 || # Follow-up survey
 * Read chapters due next week
 * Keep a running list of topics/items from the chapters that interest you or concern you
 * Create a graphic representation of your EDU 581 philosophy paper to share with the class next week || * Purchase textbook appropriate to your grade level (or area of interest)
 * Bernhardt, L., Victoria (2003). //Using Data to Improve Student Learning in Elementary Schools//. Larchmont, NY: Eye On Education. ISBN 193055660-8.
 * Bernhardt, L., Victoria (2004). //Using Data to Improve Student Learning in Middle Schools//. Larchmont, NY: Eye On Education. ISBN 193055687-X.
 * Bernhardt, L., Victoria (2005). //Using Data to Improve Student Learning in High Schools//. Larchmont, NY: Eye On Education. ISBN 159667004-5.
 * Read course syllabus ||
 * Class 2
 * 1) Course overview--syllabus, required software, snow day process, reminder about 580 long-term assignment
 * 2) Who needs software? Need it by 9/22/09
 * 3) Book Talk Team selection //(note: if you're not in an LPLC, you might want to pick PLC. Likewise, if there's a theme you aren't comfortable with, pick that theme so you can learn more about it)//
 * 4) Multiple Measures of Data Activity (ACTCreat.pdf)
 * 5) Share interests and concerns from chapters 1 and 2 (note, chapter 3 is next week)
 * 6) Timeframe for teaching Integrated Unit (student products must be finished before 11/17/09)
 * 7) Learning Styles Inventory with your students
 * 8) Data collection for Integrated Unit (all unit data from your assessment timeline must be gathered before 12/01/09)
 * 9) Time with your Book Talk Team--pick a book--note your presentation dates
 * 10) Take Mid Survey || * Read chapters 1, 2, and 3 of the //Using Data to Improve Student Learning// book for your level
 * Be prepared to share a list of the topics/items from the chapters that interested you and things that concerned you
 * Create a graphic representation of your EDU 581 philosophy paper to share with the class and copy and paste the URL to the class wiki ||
 * Class 3
 * 1) [|Fill out this form]
 * 2) Selection of time slots for student product presentations
 * 3) Horizontal Team from last week--sit with them
 * 4) Downloading files from Victoria Bernhardt CD
 * 5) PowerPoint for Chapter 2
 * 6) CSIPlang.pdf (Chapter 3)
 * 7) PowerPoint for Chapter 3 -- Slide 22
 * 8) Share interests and concerns about Chapter 3
 * 9) Chapter 4 - Who Are We?--complete study questions at end of Chapter 4
 * 10) Resources for practicing and learning Excel skills
 * 11) Start searching for your district and school demographic data
 * 12) Introduce LPLC project || * Read //Using Data to Improve Student Learning// Chapter 4 (we'll do the study questions in class, you need to be very familiar with the content of the chapter in order to do so)
 * Be working on getting Microsoft Office if you don't already have it ||
 * Class 4
 * 1) In-class work session to start demographics--use the School Data Profile from Bernhardt CD (NewElemProfil.doc, MiddProfil.doc, NewHighProfil.docx)[[file:NewHighProfil.docx]] [[file:NewElemProfil.docx]]
 * 2) Book Talk checklist
 * 3) Meet with your Book Talk Team to plan next week's session (15 min.) || * Have Microsoft Office (2008 for Mac, 2007 for Windows) installed on your laptop; make sure it works before class today
 * Bring a learning style inventory appropriate to your grade level to share with your horizontal team
 * Be reading your Book Talk book
 * Find as much data as you can for your school and your district and bring it to class ||
 * Class 5
 * 1) Intellectual property
 * 2) [|Fair Use Guidelines]
 * 3) In-class work session with your Book Talk Team to plan presentation || * Finish reading your Book Talk book and bring ideas for your team's presentation
 * (work on School Data Profile) ||
 * Class 6
 * 1) Discuss Chapter 5 - How Do We Do Business?
 * 2) //Institutional Review Board/ Human Subjects Research/ Permission to use surveys//
 * 3) Surveying students, staff, and parents
 * 4) In-class work session to start designing your student perception questionnaire for your integrated unit //(can also ask missing demographic info) -- age plus 2 rule applied to # of questions; feedback will be done in class; add this questionnaire to your assessment timeline//
 * 5) Quick chat about chapter 6--research terms and reporting category || * Read //Using Data to Improve Student Learning// chapter 5
 * Book Talk presentations for
 * Change Process
 * Data-Informed Decision Making
 * Professional Learning Communities ||
 * Class 7
 * 1) Share drafts of student perception survey (note: surveymonkey charges to disaggregate data)
 * 2) Resource Wiki Project
 * 3) Discuss Chapter 6 - Where Are We Now?
 * 4) In-class work session to start Student Learning Data Profile. Select one reporting category to highlight in the profile. (Ethnicity, Gender, Special Needs, . . . ) || * Draft your initial questions for your student perception survey for your unit. Bring a printout and be ready to share with your team.
 * Upload completed School Data Profile (Demographics) to class wiki (not the Excel sheet but the Word document)--do not delete any text or notes related to data that you could not find; instead, add a note to the profile documenting what attempts you made to acquire the data
 * Bring pdf file of your School Summary Reports
 * Elementary (MEA): 2008, 2007, 2006
 * Middle (MEA): 2008, 2007, 2006
 * High School (SAT): 2007-2008, 2006-2007
 * Read //Using Data to Improve Student Learning// chapter 6--highlight terms you remember from your course with Dr. Griswold (and make notes on what you don't remember); think about which reporting category will inform you the most about your own data
 * Book Talk presentations for
 * 21st Century Thinking
 * Technology Literacy
 * Team members who presented write your Book Talk response (Change Process, Data-Informed Decision Making, and Professional Learning Communities) ||
 * Class 8
 * As a leader, work with your LPLC to identify a curriculum strand that needs improvement or enhancement OR** present your findings to your LPLC of a curriculum strand that should be targeted after reviewing sate and national standards. ||
 * Class 9
 * 1) In-class work session to continue Student Learning Data Profile.
 * 2) Chapter 7 - What Are the Gaps and What Are the Root Causes of the Gaps?--these are the details for your PLC to explore; use this information to determine resource needs for student learning
 * 3) Chapter 8 - How Can We Get to Where We Want to Be?--notice the observable and measurable aspects of the plan in Figure 8.1
 * 4) In-class work session to start/build your Resource Wiki
 * 5) [|Wikispaces video tour] || * Team members who presented write your Book Talk response (21st Century Thinking and Technology Literacy)
 * Read //Using Data to Improve Student Learning// chapters 7 and 8
 * Presenters of the first round of student products should be ready to share their products and the student learning
 * Upload completed School Student Learning Data Profile to class wiki
 * Gather at least ten web resources that specifically address the target curriculum strand (use what you've learned about evaluating Web sites to make sure you find GOOD resources) ||
 * Class 10
 * 1) Optional Work Session Nov. 14 (Saturday) at 9am.
 * 2) Discuss Chapter 9/10 - Conclusions and Recommendations
 * 3) Discussion of demographic, student learning, and student perception data of your class
 * 4) Cleaning up your School Data Profile and Student Learning Profile (deleting extra columns in charts, renumbering figures, having narrative make sense and be accurate, etc.)
 * 5) Build a spreadsheet to gather demographic data of the students in your class (gender, ethnicity, free & reduced lunch, identified disability, ELL, G/T, Title IA, PLUS learning styles, and grade level if appropriate)
 * 6) Analyze demographic data of your class (including charts, graphs, conclusions and recommendations) || * Presenters of the second round of student products should be ready to share their products and the student learning
 * Read //Using Data to Improve Student Learning// chapters 9 for MS and HS, chapter 10 for ES
 * (Be working on your Resource Wiki) ||
 * Class 11
 * 1) NEASC observation and discussion next week; work session on Saturday
 * 2) Start Classroom Profile (Word document) using demographic data analysis from last week
 * 3) Introduction to correlation
 * 4) In-class work session:
 * 5) Build a spreadsheet to gather student learning data related to your integrated unit
 * 6) Start correlation analysis of classroom student learning || * Gather demographic data for your class—total number of students in class, gender, ethnicity, free & reduced lunch, identified disability, ELL, G/T, Title IA, PLUS learning styles, and grade level if appropriate
 * Finish cleaning up your School Data Profile and Student Learning Profile and upload both to the class artifacts wiki
 * Gather all the student learning data you have collected so far related to your integrated unit (formative and summative assessment as described on your assessment timeline)
 * (Be working on your Resource Wiki) ||
 * Saturday 11/14/09 || Special optional work session
 * Class 12
 * 1) In-class work session with NEASC observation 4:30-5:15 (see bulleted list below)
 * 2) NEASC discussion with students 5:15-5:30
 * 3) Sharing of student products & learning (6 people @ 15 min. each) Jess, Jodi, Jo, Meadow, Andrea
 * 4) Continuation of work session without NEASC observation
 * Graphing correlation results
 * Analyze student perception questionnaire results
 * find averages on your results for each question
 * enter your data into this spreadsheet:
 * [[image:http://www.wikispaces.com/i/mime/32/application/msexcel.png width="32" height="32" link="http://edu584fall09.wikispaces.com/file/view/Perception+Survey+Gender.xls"]] [|Perception Survey Gender.xls]
 * Analyze student learning data and perception data of your class from the integrated unit (including making charts, graphs)
 * The "Process" piece is UbD and Type II Technology
 * Draw conclusions (what are the gaps? what are the root causes of the gaps?) and make recommendations using the chart (copy and paste it from this document into yours) [[image:http://www.wikispaces.com/i/mime/32/application/x-zip.png width="32" height="32" link="http://edu584fall09.wikispaces.com/file/view/Classroom+Profile+Analysis+Chart.docx"]] [|Classroom Profile Analysis Chart.docx]
 * Use Resource Wiki Project Rubric (hand out copy in class) to self-assess your Resource Wiki and turn it in at the next class || * Presenters of the third round of student products should be ready to share their products and the student learning
 * Gather all your unit data--formative and summative data
 * Bring your student perception questionnaire results
 * (Be working on your Resource Wiki) ||
 * 11/24/09 || No Class || Happy Thanksgiving ||
 * Class 13
 * 1) Discuss final reflection statement and blog entry reflection on teaching of integrated unit
 * 2) In-class work session:
 * 3) Transfer final integrated unit on professional template
 * Insert a text box on the first page for your school's mission statement
 * 1) Make Chart/Graph for Class Perception Data; add to Class Profile
 * 2) Upload a copy of (or a link to) your perception survey to the artifacts wiki
 * 3) Upload a copy of (or a link to) your learning styles inventory to the artifacts wiki
 * 4) Finish Classroom Profile and/or work on Wiki || * Finalize all unit components (Planner, Stage 1, Stage 2, Stage 3, Assessment Timeline, etc.) on the EDU 583 wiki
 * Find your school's mission statement and add it to the bottom of your Integrated Unit Planner on the EDU 583 wiki
 * Post link to your completed Resource Wiki on class artifacts page
 * Self-assess your Resource Wiki using the Resource Wiki Project Rubric (put check marks on the paper copy that was handed out in class before Thanksgiving)
 * (Finish Cleaning Up Your School Data Profile and Student Learning Profile if you didn't finish them in Class 10 and make sure your truly finalized versions are uploaded to the wiki) ||
 * Class 14
 * 1) Let's plan a celebration for next (last) class
 * 2) Back up Resource Wiki to a zip file
 * 3) Upload files to TK20
 * 4) Attach zipped file of the Resource Wiki to the pending assignment and paste your Resource Wiki URL in the description area of the pending assignment
 * 5) Assemble Evaluation Document--Make a zip file:
 * 6) School Data Profile (Word document with all the school demographic data)
 * 7) Student Learning Profile (Word document about standardized test results for your school)
 * 8) Classroom Profile (Word document about your class and the learning from the unit)
 * 9) Final Integrated Unit (.pdf of wiki pages for Stages 1, 2, 3, the Integrated Unit Planner, and the Assessment Timeline) with 2 Rubrics in a zip file
 * 10) Upload Evaluation Document on class artifacts wiki (if you want to back it up by uploading it to TK20 you can but it won't be attached to an assignment)
 * 11) Share Resource Wikis || * Upload Classroom Profile (Demographic, Student Learning, and Perception Data) to the class wiki (EDU 584)
 * Reflect on the student learning and the teaching process of the Integrated Unit with your Integrated Unit colleague. Share your conclusions and recommendations (blog entry due next week)
 * (work on reflection statement) ||
 * Class 15
 * 1) [|Requesting your input]
 * 2) Share final reflection statement
 * 3) Index card questions
 * 4) UMF evaluations (2) || * Write blog entry on your reflection with your Integrated Unit colleague
 * Complete Final Reflection and be ready to present ||