Day 1

Day 1

8:30 am Welcome8:45 am Introductions9:00 am Table Talk 1- What is Data Wise?10:00 am Table Talk 2 and 3- Data Conversation11:30 am Lunch 1:00 pm Table Talk 4-Digging Into Data

Day 2

8:30 am Reflection9:00 am Table Talk 5- Analyze Current Practice10:30 am Table Talk 6- Why? Why? Why?11:30 am Lunch1:00 pm Table Talk 7-Learning to See2:00 pm Table Talk 8- Going Back to School

What Data Wise Is and Isn’t

It IS . . .

• A process• A way to structure

improvement• Grounded in multiple

forms of data• Collaborative

It is NOT . . .

• A program• An add-on• Just about using test

data• A solo activity

A Culture of Inquiry Using the Data Wise Improvement Process

Phase 1- Prepare

Lay the ground work for collaboration and data use.

Organize for Collaborative Work

• Adopt an improvement process• Set aside time for collaborative work• Launch a data team• Attach each faculty member to a team• Create a system of teams• Inventory data and initiatives

Build Assessment Literacy

• Explore assessment instruments• Study assessment reports• Apply assessment terms & principles• Learn about misuses of data• Begin to make connections between test data

and classroom generated assessments

Data Overview

• Choose a focus• Determine the story• Display the data• Plan how to use data in meetings• Generate questions for the Inquiry Phase

Phase 2- Inquiry

“Groups work together to explore data from a range of sources in an effort to understand students’ learning and teachers’ practice.”

Boudette and Steele (2007).Data Wise in Action: Stories of Schools Using Data to

Improve Teaching and Learning. Cambridge, MA ( Harvard Education Press, 2007)

Dig into Data

• Use a wide range of data including projects, quizzes and class work

• Triangulate data sources• “Indentify a gap in skill or understanding

common to many students that, if corrected would have far reaching implications for students’ continued academic growth known as a learner –centered problem.”



Examine Instruction

• Collect evidence of what is happening in classrooms

• Identify a “problem of practice: an instructional challenge that teachers believe is worth tackling collectively.”

• Develop shared understanding of effective practice

Boudette and Steele (2007).Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning. Cambridge, MA ( Harvard Education Press, 2007)

Develop an Action Plan

• Decide on an instructional strategy• Agree on what the plan will look like in

classrooms• Put the plan down on paper• Make sure the plan addresses the Learner

Centered Problem• Make sure the plan addresses the Problem of

Practice

Phase 3- Act

“Educators develop and carry out a plan for addressing the problem of practice and

improving student performance.”



Plan to Assess

• Set short, medium and long term goals• Select a range of data to measure progress

Act and Assess

• Implement your action plan• Monitor how well the action plan is being

carried out• Execute the plan for assessing progress• Make midcourse adjustments

Act and Assess

• Integrate plan into work of the school• Visit classrooms• Review data and make adjustments

The Data Overview“We need to get everyone talking

about data.”

Case Study: McKay K-8 School

Problem: The principal presented a data overview

depicting gains in mathematics and a shocking decline in language arts. She did not get the creative brainstorming she hoped for.

“ You could hear a pin drop. I was not prepared

for the silence-I felt like I had dropped a bomb.”


Second Data Overview Presentation• Used a second Data Overview to tell a story using

more historical data• Used objectives to frame the conversation• Used discussion prompts• Pointed out areas of improvement• Connected the presentation to AYP goals• Used Mini Data Overviews during the school year


Third Data Overview Presentation• Planning and presentation was a team effort• The team considered how data could be

better incorporated in to the school culture• The bulk of the Data overview meeting was

dedicated to small group work on goal-setting activities, and to brainstorm areas of student performance to further investigate


Third Data Overview Presentation

• Teachers presented the Data Overview• Used varied sources of data• Used different data presentation formats-

graphs and tables

Data Overview

• Choose a focus• Determine the story• Display the data• Plan how to use data in meetings• Generate questions for the Inquiry Phase

Purpose of today’s meeting

To start a conversation and generate questions for

inquiry into reading performance at Primary grades by looking at how

our students performed on the state test last spring.

What do you see?What questions do you have

about what you see?

What do you see?What questions do you have

about what you see?

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What questions do you have about the Reading Classroom?

Student Work

Curriculum Teaching Strategies

Materials

How will our teams work together to explore these

questions?

Data Overview Discussion

• What went well about our Data Overview Conversation?

• Do you see an emerging story? If so, what is it? If not, what else do you need to see?

• How will you improve upon this Data Overview Conversation?

The Data Overview Conversation

• The Data Team prepares the data for the teams.

• Teams look at their data to generate questions.

• Teams use the questions to set up the Professional Learning Communities.

• The Data Overview changes as the year goes on to include recent data.

Step 1- Decide What to DisplayThings we need

to discussWhat data

sources will help us tell the story?

How will we display the data?

Step 2- Decide Which Discussion Questions to Use

Sample Questions

• What do you see? What questions do you have?

• What do you notice? What more would you like to know about it?

• What’s going on in the data? What do you see that makes you say that? What more can you find in the data?

Table Talk 2Practice: With Your Team

• Create graphics for your data.• Practice generating questions about the data

using the process modeled.• Discuss how you will set up the data

conversation (s) at your school. Who will facilitate the conversations? When will the conversations take place? How will the Data Team keep track of the questions?

Practice: With Another Team

• Facilitate a conversation about your data (do not present it or share your questions-get the other team to generate questions about it).

• Compare the two sets of questions.

Table Talk 3- Digging Into Data

This is the most commonly misunderstood step of the Data Wise Process. Let’s talk about the

different between drilling into a single data source and digging into data.

What is a Learner-Centered Problem?

A learner – centered problem is a gap in skill or understanding common to many students

that, if corrected, would have far reaching implications for students’ continued academic

growth.

What tools are helpful when digging into data?

• Student Self- Assessments• Student Work done in class• Interview Data• Student work from a test• Timed student work• Tests• Quizzes• Projects

Dig Into Data-Look at a Range of Data

Summative

Benchmark Common

Assessments

Formative Common Assessments

Formative classroom assessments

Drilling Down into one Data Source

• Aggregated• Disaggregated• Strand• Item Analysis• Student Work

Benchmark Assessments Quarterly or End of Unit

• Aggregated• Disaggregated• Strand• Item• Student Work

Formative Common Assessments1 to 4 times per month

• Math Problem of the week• Writing Samples• Science Journals• Projects• Oral Presentations• Group Projects

Daily Formative Assessment

• Student Self- Assessment• Descriptive Feedback• Conference Notes• Written response• Discussion

Focus

Evaluate inferences, conclusions, and generalizations and provide evidence by

referencing the text (s).

How can we assess our students’ performance related to evaluating inferences, conclusions,

and generalizations by referencing text without practicing test questions over and

over again?

Digging Into Reading Data

Oral Book Report

Quote Interpretations

in notebook

Reader’s Response

Letter

Learner Centered Problem

Case: West Hillsborough Elementary School

Problem: The strong culture of collaboration was not translating into gains in student achievement.

Goal: The goal was to narrow the focus of the improvement efforts and broaden the definition of data.

Importance of Multiple Measures

“ Some assessments don’t measure what we need to measure. For instance, the benchmark assessments tell us a lot, but for some students not enough. Certain kids will score 11 out of 12 or 12 out of 12 on the multiple choice assessment, but still cannot write a paragraph connecting the story to a real life event or compare and contrast one story with another.” pg. 78


Action Steps: West Hillsborough decided to build on

practices that were already in place- analyzing interim assessment data (pg. 76);

Look at student work by following the performance of a small number of individuals known as “focal students”;.


Creating personalized education plans for all students and allow them to dig into their own data.

Student Interview

• How do you answer questions after reading a passage?

Student Response: I read the question. I rewrite part of the question to start my answer. I think for a minute about what I want to say and then I write it down.

Student Interview

• Do you use the passage at all when you answer the question?

Yeah, I write down whatever I remember.

• Do you ever go back to read again or look at your notes?

No, I don’t go back and I do not take notes.

Note Sheet

What did the student do well?

How can the student improve?

Note Sheet



Note Sheet



Step 5- Examining Instruction

• Analyze Current Practice “Describe what is going on, with a shared understanding of effective practice as a reference.”

• Why-Why-Why diagram Captures teachers experience, feelings and beliefs.

• Learning to See “I noticed, I saw, I heard”

Case Study Richard J. Murphy K-8 School

Problem- “We were at a place where most teachers were afraid to be watched because they feared intense scrutiny and judgment.”

Solution- “ A fixed peer observation structure to clarify expectations and minimize ambiguity.”

The Murphy Peer Observation Process

Step 1- Focus the observation as a team and prepare the model lesson.

Step 2- Introduce the lesson immediately prior to the observation.

Step 3- Conduct and observe the lesson.Step 4- Debrief the lesson.Step 5- Plan small steps for ALL members of the team.Step 6- Debrief the team-wide implementation.

Examining Instruction Sample Preparation Activity 1

Protocol- What does _____ mean?Alone• Write your definition of __________.• List the _____ work you expect to see in classrooms.With your team• Note similarities and differences in your definitions.“As One”• Write your shared definition of _______.

Examining Reading Instruction- Sample Preparation Activity 2

Learning to See- Create a draft document to answer the question, “What should be seen in a Reading classroom?”

• What should we see?• What should we hear?• What should the students be doing?• What should the teacher be doing?

Step 5- Examining Instruction

• Table Talk 5- Analyze Current Practice “Describe what is going on, with a shared understanding of effective practice as a reference.”

• Table Talk 6- Why-Why-Why diagram Captures teachers experience, feelings and beliefs.

• Table Talk 7- Learning to See “I noticed, I saw, I heard”

Table Talk 8- Going Back to School

What are you going to do when you get back to school?

Use the organizer as a guide.

To Do List

Task PlanData TeamConnecting Inventories/VisionSystem of TeamsGenerating Questions from the Data Overview

To Do List

Task PlanLearner Centered Problem

Problem of Practice

References

Boudett,K. & Steele, J. (2007). Data wise in action. Cambridge, MA: Harvard Education Press.

Love, N., Stiles, K., Mundry, S., & Ranna,K. (2008).The data coaches guide to improving learning for all students. Thousand Oaks, CA: Corwin Press.

Documents

Day 1