Data-Driven Planning and Assessment: Supporting Project-Based Learning and Flexible Grouping
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This session lends insight into using data to drive decisions on flexible student grouping to support project-based learning. Learn how to use key data elements to determine schedules, personalize learning, group students and leverage the best of project-based learning. Participants will leave this session with the ability to assess a diverse group of students in terms of how much knowledge they gained. Presenters: Kim MacDonald, Kenneth Nagel, Ashley Windsor White, and Apex High School AOIT, and Karlene McCormick-Lee, NewLeef, LLC
Transcript of Data-Driven Planning and Assessment: Supporting Project-Based Learning and Flexible Grouping
Data Driven Planning and Assessment: Supporting PBL and Flexible Grouping
–Distinguished Academy Series –Strand: Academy Development • “There is a weekly common planning time or other
formal collaboration time for the academy team of more than three staff members, so that integrated learning, student supports, and individualized student assessment can occur across disciplines and grade levels”: 1.2.c”
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Introductions The Apex High School Academy of Information
Technology, Wake County Public Schools, NC:• Mr. Matthew Wight, Principal• Jeffrey Derda, 9th Grade Science Teacher• Kimberly MacDonald, Academy Director• Kenneth Nagel, 10th Grade Science Teacher• Susan Szep, 12th Grade Information Technology Teacher• Ashley Windsor White, 10th Grade Social Studies
Teacher NewLeef LLC - Dr. Karlene McCormick-Lee
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Overview and Barriers
Different experiences with different outcomes.
• Large groups • Small groups • Teams • Partners• Individuals
• Classroom• Field Trips• Internships• Virtual• Project Based
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Overview and Barriers • Approach • Formation• Dissolution
• Performance• Abilities• Needs
• Activities• Materials• Delivery
• Student Work• Reporting• Assessment
Grouping Students
ContentOutcomes
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Overview and Barriers • Enrollment,• Attendance,• Drop-out rate,• Grade level
• Values• Beliefs• Attitudes• Observations
• Standardized Tests• Classroom
Assessments• Teacher
Observation• Student Work
• Academy Courses• Special Education • ELL Designation
Demographics Perceptions
Student Learning
Processes and Programs
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Overview and Barriers Brainstorm and share-out about
flexible grouping• Two-column notes
– Describe 1 barrier AND– List 2 informative pieces of data – Samples
Barrier or Data Sample
Identify barrier or data List examples
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Overview and Barriers
TimeScheduling Collaborative
Planning
Resources Teacher Skills
Support Administrative Teamwork
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Principal Perspective
•Mr. Matthew Wight, Principal Overcoming Barriers Involving Stakeholders Strategic Planning Building Capacity Implementation Positive Results
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A School Perspective
kmacdonald
Insert Four Years at a Glance here.
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A School Perspective- Flexible Grouping Projects- 9th Grade
kmacdonald
Insert Four Years at a Glance here.
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A School Perspective- Flexible Grouping Projects- 10th Grade
kmacdonald
Insert Four Years at a Glance here.
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Student Group Assignments
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Rubric
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Teacher Scores – 50% of Total Score
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Peer & Self Assessment
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Final Grade
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A School Perspective- Flexible Grouping Projects- 12th Grade
kmacdonald
Insert Four Years at a Glance here.
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A School Perspective- Flexible Grouping Projects- 12th Grade
• Work Sample• Flexible Group
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A School Perspective-Building Continuity Going Forward
kmacdonald
Insert Four Years at a Glance here.
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Challenges To Solutions
• Small Group Work (Pairs)• Review and select one idea or thought• Describe why THAT idea or thought• Identify strategies for implementation• Define Next Steps • Share out – Large post its
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Challenges To Solutions
ONE Great Idea!
Why THAT Idea
Implementation
Next Steps
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Questions and Answers
