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Data Use Professional
Development Series301
www.ride.ri.gov
www.wirelessgeneration.com
The contents of this slideshow were developed under a Race to the Top grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
Rhode Island educators have permission to reproduce and share the material herein, in whole or in part, with other Rhode Island educators for educational and non-commercial purposes.
© 2012 the Rhode Island Department of Education and Wireless Generation, Inc.
2
Welcome back!
3
Days 4, 5, and 6
4
Today• Welcome• Implementation
Progress• Data Conversations• Inference Validation
BREAK• Data Analysis
Questions• Correlation/Causation
LUNCH• Triangulation/
Intersection Analysis• Implementation
Planning• Adaptive Work and
Collaborative Structures
BREAK• Revisit Data
Conversations: Conversations with parents
• Implementation Planning
• Wrap Up/Evaluations
Day 5: On-Site VisitPossible activities for the Data Analysis Coach are:
• Collaboration time with the SDLT and/or school and district leaders.
• Observing Communities in Practice or Data Team meetings.
• Model/review Turn Key Activities.
• Analyze classroom data with classroom teachers.
• Model low stakes data conversation.
• Access NARS (NECAP Analysis and Reporting System) and other RIDE resources online.
Day 6: Partial list of topics
• Action
Research and
Expanding
Circles of Data
Use
• Data
Conversations
with Students
• Aggregate
Data and Sub-
Populations
• Intersection
Analysis
Data Use 301Day 4 Agenda
• Welcome• Implementation Progress• Data Conversations• Inference Validation
BREAK• Data Analysis Questions• Correlation/Causation
LUNCH• Triangulation/Intersection
Analysis• Implementation Planning• Adaptive Work and
Collaborative StructuresBREAK
• Revisit Data Conversations: Conversations with parents
• Implementation Planning• Wrap Up/Evaluations
ObjectivesBy the end of Day 4, SDLTs will be able to:
Identify challenges and successes of their data use implementation.
Engage in Data Conversations with colleagues and parents using Positive Presumptions.
Employ various data analysis techniques such as root cause analysis, triangulation, and assessing correlation, as applicable; and consider effort/impact on student learning when prioritizing action.
Articulate questions appropriate to various data sources and types.
Articulate a plan for ongoing data use implementation.
6
Implementation Progress
7
Implementation Progress
8
• How many educators have you implemented with?
• What has surprised you the most about implementing this work at your school?
• What has been the biggest challenge?
9
Data Conversations
Three types of Data Conversations:
• Gathering Information
• Guiding Improvement
• Finding Solutions
1010
Data Conversations
Which of the three types of Data Conversations did you have most frequently?
What challenges did you encounter?
• Gathering Information
• Guiding Improvement
• Finding Solutions
11
12
Inference Validation
13
Effort/Impact
14
Summary
• Implementation of the work looks different at different schools.
• As educators develop more facility with data use, they will apply strategies and protocols situationally.
• It is important to have educators think through factors like effort and impact on student learning, when prioritizing where to take action.
Data Analysis Questions
Correlation/Causation
LUNCH
Triangulation
Data set 1 • Hypothesis
Refined Hypothesis
“Triangulation” is the process of using multiple data sources to address a particular question or problem and using evidence from each source to illuminate or temper evidence from the other sources. It also can be thought of as using each data source to test and confirm evidence from the other sources in order to arrive at well-justified conclusions about students’ learning needs.
-IES Practice Guide: Using Student Achievement Data
to Support Instructional Decision Making
TriangulationData set
1• Hypothesis
Data set 2
• Refined Hypothesis
Data set 3
• Refined Hypothesis
Data set 4
• Refined Hypothesis
Implementation Planning
21
Adaptive Change and Collaborative Structures
• In general, what is the meeting topic?
• What questions are being asked?
• How can we help structure questions so that more data can be brought in to answer them?
Data Sources and Types
• What are the general questions we should be asking of all data sets?
• What are the questions unique to specific data sets or data types?
Summary
• The purpose of Triangulation is to use additional data to illuminate or temper evidence from another data source.
• Understanding the best questions to ask of various data sources can help facilitate productive data meetings and Data Conversations.
Data Conversations
with Parents
25
• Involve thinking through what you really want to know, and what assumptions you are making before you ask a question.
• Presume a positive result has already taken place; so you ask a question with this assumption already in mind.
• Presuming positive intent is not the same as “being positive.”
Positive Presumptions
26
27
Implementation Planning
On-Site Visit
28
Day 5: On-Site VisitPossible activities for the Data Analysis Coach are:
• Collaboration time with the SDLT and/or school and district leaders.
• Observing Communities in Practice or Data Team meetings.
• Model/review Turn Key Activities. • Analyze classroom data with classroom
teachers. • Model low stakes data conversation. • Access NARS (NECAP Analysis and
Reporting System) and other RIDE resources online.
Day 6
29
Some of the topics to be covered Day 6:
• Action Research and
Expanding Circles of Data Use
• Data Conversations with
Students
• Aggregate Data and Sub-
Populations
• Intersection Analysis
Wrap Up
30