Transcript Classroom Coaching Project

Bay District Schools
Data Analysis Framework
September 12, 2014
Lora M. McCalister-Cruel
BDS District Data Coach
OBJECTIVES
•
•
•
•
Discover a Framework for Data Use
Apply Data Literacy
Facilitate Data-Driven Dialogue
Apply Principles of Effective Data Use
“Continual analysis of the gaps between goals for student learning
and student performance defines the actions of effective schools.”
- Leading Data by Ellen Goldring and Mark Berends
AGENDA
• Connecting Data to Results
• The Data Pyramid
• Data-Driven Dialogue Simulation
ASSUMPTION
Collaborative inquiry- teacher teams
constructing meaning of student learning
problems and testing out solutions
together through rigorous use of data and
reflective dialogue- unleashes the
resourcefulness of educators to
continuously improve student learning.
Leadership & Capacity: The Data Coach Role
Lead for
Sustainability
Facilitate
Use Data
Literacy
• Are specially trained teachers,
administrators, staff developers,
or instructional coaches (school,
district, or agency-based)
• Guide Data Teams (PLCs, Grade
Levels, Depts.) through
collaborative inquiry
• Influence the culture of schools to
be one in which data are used
continuously, collaboratively, and
effectively to improve teaching
and learning.
Core Competencies for High-Capacity Data Use
Data Literacy and
Collaborative Inquiry
Knowledge & Skills
Content Knowledge, Generic
Pedagogical Knowledge, and
Pedagogical Content Knowledge
Cultural Proficiency
Leadership and
Facilitation Skills
Structure Collaboration: The Using Data Process
What We’re “Used to”
Summative
Other
DATA
SOURCES
Formative
Classroom
Assessments
Benchmark
Common
Assessments
Data
Pyramid
Summative
District &
State
Assessments
Formative
Common
Assessments
Data about
people,
practices &
perceptions
TIME
FRAME
Quarterly or end
of the unit
Annually
2-4 times a year
Daily-Weekly
1-4 times a
month
Data
Pyramid
Annually
2-4 times a year
Summative
district &
state assessments
(aggregated,
disaggregated;
strand, item, and student work)
Data about people,
practices & perceptions
(e.g., demographic, enrollment, survey,
interview, observation data,
curriculum maps, lesson plans)
Quarterly or end
of the unit
1-4 times a
month
Daily-Weekly
Benchmark Common Assessments
(e.g., end-of-unit, common grade-level tests
reported at item level)
Formative Common Assessments
(e.g., math problems of the week, writing samples, multiple
choice, science journals, other student work)
Formative Classroom Assessments
(e.g. student self-assessments, descriptive feedback, selected response,
written response, personal communications, performance assessments)
Reflection: Data Pyramid
• What Does Your Data Pyramid Look Like
(school-wide, grade level, depts., etc)?
• Reflect on your school or district’s
allocation of time for teachers to analyze
each of these sources.
• What would you like to spend more time on
and less time on this year?
Data-Driven Dialogue: Detail
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.
STEMS
• I assume_____ because
____.
• My expectations are ____
due to ____.
• I predict ____.
• I wonder if ____ .
• Some possibilities for
learning that this data
may present_____.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.
Just the facts!
If you catch yourself using the following
words, then stop.
Because… It seems… Therefore… However…
STEMS
• I observe ___
• Some patterns/trends that I
notice…
• I can count ____ of____...
• I’m surprised to see…
• I don’t see ____.
STEMS
• It seems …
•
I believe …
•
Based on ___, I think...
•
I want to know more about...
•
We may need to focus on…
•
The student learning problem
is…Why ____.***
ROOT CAUSES
Curriculum
Instruction
Assessment
Equity
Teacher
Preparation
Critical
Supports
DATA-DRIVEN DIALOGUE:
AGGREGATE DATA
Explain the
data source
the team
will be
analyzing
Generate
Solutions
• 2014 FCAT 2.0 Math
Comparison- % Ach Level 3
and Above – 3rd GRADE
• 2014 FCAT 2.0 Math
Reporting Categories – 3rd
Grade
Just the facts!
If you catch yourself using the following
words, then stop.
Because… It seems… Therefore… However…
2014 FCAT 2.0 Math Comparison- % Ach Level 3 and Above
2014 FCAT 2.0 Math - Reporting Categories -Grade 3
STEMS
• It seems …
• I believe …
• Based on ___, I think...
• I want to know more about...
• We may need to focus on…
• The student learning problem
is…Why
____.***
2014 FCAT 2.0 Mathematics
Next Generation Sunshine State Standards (NGSSS)
Grade 3
CONTENT FOCUS REPORT
Reporting Category 2 Number: Fractions
MA.3.A.2.1
Representing fractions; Representing mixed
Numbers
3
MA.3.A.2.3
Comparing fractions; Ordering fractions;
Ordering mixed numbers
4
MA.3.A.2.4
Equivalent Fractions
3
Reporting Category Point Total
10
DATA-DRIVEN DIALOGUE: Student Work
TASK
DECONSTRUCTION
Generate
Solutions
Reteaching/
Enrichment
Student Work Inquiry
• What evidence are we seeing of student
mastery of knowledge and skills required
by the task?
• What errors are students making?
• What knowledge and skills seem to be
missing?
• What additional insights into student
thinking are we gaining?
Why Did So Many Students Miss This?
34. A comet passed by Earth in the year
1835. It passes by Earth every 60 years.
Based on this information, in which of the
following years can the comet be expected
to pass by Earth?
A.2035 – 21%
B.2060 – 16%
C.2075 – 44%
D.2080 – 12%
Task Deconstruction Procedure
•
Step 1: Do the task and share solutions or strategies
•
Step 2: Brainstorm: What do students need to know and be
able to do to be successful at this task? Write each piece of
knowledge and each skill on a large post-it, one item per
post it
• Focus on the 3 to 6 key ideas/skills in the content area
being assessed (relevant to re-teaching & enrichment)
• Consider relevant standards and rubrics associated
with the task
• Draw on your own experience doing the task
•
Step 3: Refine what you have generated to make sure they
meet the above criteria
Step 1 in Task Deconstruction: Do with a Partner
and Share solutions in Group
34. A comet passed by Earth in the year
1835. It passes by Earth every 60 years.
Based on this information, in which of the
following years can the comet be expected
to pass by Earth?
A.2035
B.2060
C.2075
D.2080
Step 2: Examining Student Work
Student
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Know/Do
Know/Do
Know/Do
Know/Do
Errors/
Misconceptions
Step 2: Examining Student Work
Step 2: GO VISUAL
Student
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Compute
Accurately

Recognize
Patterns
Choose
Appropriate
Operation
Read &
Identify
Key
Details



Errors/
Misconceptions
DATA-DRIVEN DIALOGUE: Student Work
TASK
DECONSTRUCTION
Generate
Solutions
Reteaching/
Enrichment
Data-Driven Dialogue
• Facilitator and Dialogue Monitor
• Use No Because Sign
• Include Everyone
• Time Keeper
• Recorder
• Record team members’ words and create the
chart
• Materials Manager
Step 2: GO VISUAL (Think Time) & Step 3: Observations
Recognize
Patterns
Choose
Appropriate
Operation
Read &
Identify
Key
Details



Student B



Student C



Student
Student A
Compute
Accurately

Errors/
Misconceptions
0 Principle in
Multiplying

Student D
Student E
Student F

Student G







Adding vs
Multiplying
(Simplest Strategy
STEMS
• It seems …
• I believe …
• Based on ___, I think...
• I want to know more about...
• We may need to focus on…
• The student learning problem
is…Why
____.***
OBJECTIVES
•
•
•
•
Discover a Framework for Data Use
Apply Data Literacy
Facilitate Data-Driven Dialogue
Apply Principles of Effective Data Use
“Continual analysis of the gaps between goals for student learning
and student performance defines the actions of effective schools.”
- Leading Data by Ellen Goldring and Mark Berends
EXIT SLIP
• What was your biggest “Aha” today?
• What is your biggest “Challenge” for
building capacity?
• How can we help each other build
the bridge between data and results
at your site?
Contact Info
Lora M. McCalister-Cruel
District Data Coach
[email protected]
@mccalistercruel
767-5319