The Power of Data - soltreemrls3.s3-website-us-west-2 ...soltreemrls3.s3-website-us-west-2.amazonaws.com/...Farmer-PowerofData...basis of results ... Data SOL Writing Test arm 2012

The Power of Data(Slides)

Paul Farmer

The Power of Data

Three Big Ideas

1.  A focus on learning 2.  A collabora3ve culture

3.  A focus on results

Third Big Idea Governed by Results

“Members of a PLC realize that all of their efforts must be assessed on the basis of results rather than inten8ons.”

—DuFour, DuFour, Eaker, & Many (2010), p. 13

© Farmer 2012. solution-tree-com.Do not duplicate. 1

In Your Capacity

•  Focus on learning –  How does a focus on learning impact your posi8on?

•  Collabora8on –  How does a focus on collabora8on impact your posi8on?

•  Focus on results –  How does focusing on results impact your posi8on? Your team?

Four Critical Corollary Questions If we believe all kids can learn . . .

1. What is it we want our students to learn? 2. How will we know if each student has learned it? 3. How will we respond when some students don’t learn it?

4. How can we extend and enrich the learning for students who have demonstrated proficiency?

(DuFour, DuFour, Eaker, & Many, 2010, p. 119)

Suffering From DRIP?

“Data alone will not inform a teachers’ professional prac8ce and thus cannot become a catalyst for improvement unless those data are put in context to provide a basis for comparison.”

Data Rich, Information Poor

—DuFour, DuFour, Eaker, & Many (2010), p. 184

© Farmer 2012. solution-tree-com.Do not duplicate.2

• What data are DRIP data?

• What data do you get that would not be considered DRIP?

Data Rich, Information Poor

(Gabriel & Farmer, 2009, p. 200)

(Gabriel & Farmer, 2009, p. 200)



Harvard sociologist Henry Louis Gates contends, “Collec8ng data is only the first step toward wisdom. Sharing data is the first step toward community.”

The goal of a learning community is ul8mately to make data easily accessible and openly shared among members of a team so that team members can use it to inform and improve their prac8ce and be_er meet the needs of their students.

(DuFour, Eaker, & DuFour, 2007 [DVD])

Personal and Meaningful

Data

SOL Writing Test


SOL Writing Test—Passing Percentage by Population

(Gabriel & Farmer, 2009)


•  In reviewing the graph, what ques8ons do you have about the data?

•  If this was your class, department, or school, what would the data say to you?

Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Department Team

(Gabriel & Farmer, 2009)

“Teachers frequently triangulate student achievement data when they compare district criterion-‐referenced tests or end-‐of-‐course assessments with grades or short-‐cycle forma8ve assessments.”

—White (2007), p. 214


English MP2 GPA

•  If this were data for the department or team you supervise, what story do the data tell?

•  If you were one of the teachers with the greatest difference from the department, what would you be reques8ng?

© L.E.A.R.N., LLC


(DuFour, DuFour, Eaker, & Many, 2010, pp. 24–26)

AllthingsPLC.info

(DuFour, DuFour, Eaker, & Many, 2006, p. 199)


Q & A

Thank You!

To schedule professional development at your site, contact Solu3on Tree at (800) 733-‐6786.

Solution Tree


Documents

The Power of Data - soltreemrls3.s3-website-us-west-2 ...soltreemrls3.s3-website-us-west-2.amazonaws.com/...Farmer-PowerofData...basis of results ... Data SOL Writing Test arm 2012