Three Act Data Conversations

and Planning Backwards

November 3, 2016
High Priority Sites
 Learning Targets
I can analyze the results from the Q1 Interim using
a Three Act Data conversation.
I can name and plan backwards from state
standards addressed in Q2.
I can find those standards on the MCA Test
Specifications.
Norms

Be honest in my speaking and open minded in my

listening
Equity of voice
Presume positive intentions
Collaborate to advance the mission of MPS: with a
focus on student achievement
Be present
Agenda
 Rethinking the way we look at Standards
The standards are a set of grade level skills I
need my students to master by the end of the
year.
It is important that I cover the content for my
grade level.
Students need to learn the basics and
remember how to solve problems a certain way
so they can successfully get right answers.
Elementary school math is primarily about
arithmetic and number.
The standards are a series of ideas and
concepts that develop across time and grades.
It is important for me to know the progression of
standards because all of the ideas I teach are in
service to concepts and ideas that continue to
grow over time
The skills students develop are a bi-product of
the thinking they do and the relationships they
understand through problems, tasks and
dialogue.
Elementary school should be an opportunity for
student to learn arithmetic/number while
thinking algebraically.
MCA Benchmark Data
Three Act Data Conversations

Step 1: What does the data look like?

Step 2: What is the meaning of the data?

Step 3: What specific teaching actions will you

take as a result of the data?
Step 1: What does the data look like?

What concepts are generally understood? What are

common misconceptions? Who has these key
understandings and key misconceptions?

-- The Frequence Report and the Matrix Reports will help you answer
these questions.
 Finding the reports.
After you have chosen your assessment, you can view pre-built reports.
1 2

1. Verify the
Assessment Name

2. Click Reports
3
3. Select the Where
Do I Start section
that applies to
your role
Scroll down and select the Response Frequency
Report
 Step 1: This is a Response Frequency Report. It allows
you to see how your class responded on a question by
question basis.

The green numbers

indicate the correct
answer.

The pink/salmon
colored numbers
are the incorrect
answers.

How might you use

a report like this?
 Step 1: Lets look at the answers students selected by
questions. Look at Questions 14, 5 and 1

What do the
incorrect answer
choices tell us
about what
students are
thinking?

What do students
mistakenly believe
now?
If I want to see exactly who had this misconception, I click
on the number and Illuminate generates a list of
students
This is another report that reports correct or
incorrect answers by color on a maxtrix that can
be sorted by standard, questions, or total score.
Step 2: What does the data show about how kids
were thinking?
First ask-- what did students get right in the work they did?
If students made mistakes, what does it tell us about what
they mistakenly believe?
*Avoid what they dont know or didnt do focus on what they did
do or think even if it is in error. Examining the thinking clearly
is key.

What dont they understand yet? Teachers need to name

these things. If you have them, this is an opportunity to use your
specialists to provide content expertise.
 Step 3: What will I do to change student
thinking?

How do I amend students mistaken beliefs?

How do I frame, use language, ask questions, use tools, visuals

and experiences to shape student thinking or improve their
efficiency?

Get specific and granular language, visuals, manipulatives,

contexts, sequences
What are supporting targets that I can use to support
my students?
Planning Backwards
Integrating Backward Planning and the Data Cycle

Identify Desired Results

What do we want students to know?

Determine Acceptable Evidence

How will we know if they have learned it?

Plan Learning Experiences and instruction

What will we do if they dont learn it?

What will we do if they already know it?

Taking the Interim for Q2

THINK LIKE YOUR STUDENTS

Take Q2 Interim Assessment

AS IF YOU WERE A STUDENT!

Reflecting on the Interim

After you are done with the assessment, reflect on the following
questions with your team:

Prerequisite understandings or strategies

Key vocabulary terms

Likely student misconceptions

Most challenging concepts

What does success look like on several key problems.