Screen Shot of LPS Mental Math Log (data sheet)
This is a screenshot of the log students complete at the end of mental math problems.
August 9, 2016
Craft Category: Artifacts
Common Launch Planning at LPS
Common Launch Planning at LPS
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
August 9, 2016
Academic Numeracy (Navigate Math) Teacher Job Description
This is a sample job description for an Academic Numeracy teacher at LPS.
August 9, 2016
Roots Report Card
Roots report cards show each student their current progress and growth towards goals. Ket data points include:
- Yearly growth goal
- Previous assessed level
- Current assessed level
- Goal for their next assessment
August 9, 2016
Teacher Discusses Students Moving Beyond Grade Level at Roots
Roots teacher, Lecksy Wolk, explains the school’s philosophy for letting students move with mastery across grade levels rather than seat-time.
Transcript: Lecksy Wolk: We move them to the next grade. So ST Math doesn’t necessarily recommend that, because they want kids – usually once you’ve hit the end of ST Math, that’s like the end of your grade and you’ve done it. For us, it’s like okay, so now you can do second grade math. Like, just because you’re in first grade, there’s no reason that you can’t be doing second grade math? And a kindergartner that’s moved up to first grade? Or a first grader that’s moved up to second grade is probably in one of our higher groups getting first or second grade instruction already.
August 9, 2016
Roots Executive Director Provides an Overview of Micro-Standards
Roots ED and Founder, Jonathan Hanover, provides an overview of how the school has broken Common Core State Standards into micro-objectives to deeply diagnose needs as well as understand student mastery progressions.
Transcript: Jon Hanover: across all of our content areas, a level three corresponds with the end of your kindergarten; a level six with the end of your first; a level nine with the end of your second. And what that enables us to do is have more kind of steps along the way to Common Core, as opposed to just grade level and then grade level. And so, we built out our own standards that have, for each strand, kind of what mastery looks like at each level building up to level three, then corresponding with Common Core, end of your kindergarten and level six corresponding with first grade. So, kind of smaller standards along the way to get to the end of your – it’s been great. I think it enables you to do – just get a much clearer picture about exactly what kids know and what they don’t. And like, you know, the way I taught, where we would have our end-of-year kindergarten summative of assessment that would cover all kindergarten standards, and then you’d have a – you know, in fall, and around winter, and around the spring, and right that in some ways, those were built like little steps to get to the end of your year. But, what you do is you’d give the test to all of your kindergartners regardless of what level they were at, and you’d say okay, this scholar got a 50 percent, this scholar got a 95 percent. Well, like, if a scholar got a 95 percent, that doesn’t tell you anything about what they’re actually capable of, or what they don’t know yet, right? And if a scholar got a 50 percent, that also doesn’t really tell you much what they know and what they’re capable of. It just tells you that they didn’t get this, right? So, you know, by having the kind of leveled assessments as opposed to seat time-based assessments, what that does is, for every scholar, we know exactly what they know and exactly what they don’t know yet to get to the next level.
August 9, 2016
Roots Data Analysis Reflection Template
Roots has their teachers reflect on their practices using this template.
August 9, 2016
Teacher Discusses Use of Data Analysis Reflection Template at Roots
Roots teacher, Mackenzie Wagner, shares how she uses a data reflection template to inform her instructional planning.
Transcript: Mackenzie Wagner: As it is now, it’s basically a form that helps us figure out what to do next. It guides us in instructional planning. And so, it outlines: who are the highest kids in the grade level right now in your content area? Who are the lowest? What specific standards are holding kids back? What standards do kids make the most growth on so that you can use that data to form small groups and also content instruction over the course of the next six weeks or so before the next assessment round.
August 9, 2016
Roots Executive Director Provides Overview of Utilizing NWEA MAP
Roots ED and Founder, Jonathan Hanover, discusses how the team uses NWEA’s MAP assessment to understand how the school is doing compared to others nationally.
Transcript: Jon Hanover: We take the NWEA MAP fall, winter, spring, and that’s kind of our like – all right, like, how are we doing compared to other schools metric. You know, the assessments that we use in-house for those kind of six to eight week cycles, we built them ourselves. Which are great, and it gives us the data that we need instructionally, but it doesn’t give us – especially as we’re in our first year and don’t really – haven’t really benchmarked them yet. It doesn’t give us a great picture of how we’re doing compared to other schools, and that’s what we use math for, is to say – all right, we know – I don’t know, thousands of schools that use math. So we can see kind of how our kids are performing versus other kids.
August 9, 2016
Roots Writing Data Workbook Data Entry
This is an example Data Entry workbook for a student at Roots and shows the plethora of data collected for each student.
August 9, 2016