Transcript Slide 1

August 23, 2011
Use the “Key Drivers” as a Framework for Inquiry for Continuous
Improvement
Assessment
 Common Core alignment
 Assessment Literacy
Analysis
 Examples of the Inquiry Cycle
 Formulating a problem statement
 Setting goals
Action
 Employing research based strategies to improve teaching and learning
 Reflecting on outcomes for students
Culture
 Protocols
 Awareness of cultural competence
 Building and sustaining a collaborative culture review
Culture
Assessment
Key
Drivers
Analysis
Action
… and other useful data
ASSESSMENTS:
PRINCIPLES FOR EFFECTIVE ASSESSMENTS:
COMMON INTERIM:
• At least quarterly
• Common across all teachers of the same grade level
DEFINE THE STANDARDS—ALIGNED TO:
• To state test (format, content, & length)
• To instructional sequence (curriculum)
• To college-ready expectations
ASSESSMENTS:
PRINICIPLES FOR EFFECTIVE ASSESSMENTS:
REASSESSES:
• Standards that appear on the first interim assessment
appear again on subsequent interim assessments
WRONG ANSWERS:
• Illuminate misunderstanding
TRANSPARENT:
• Teachers see the assessments in advance
 Scattered staff development
programs
 Focused staff development
programs as an improvement
strategy to address documented
problems/needs
 Budgetary decisions based on prior
practice, priority programs
 Budget allocations to programs
based on data-informed needs
 Staff assignments based on interest
and availability
 Staff assignments based on skills
needed as indicated by the data
 Reports to the community about
school events
 Organized factual reports to the
community about the learning
progress of students
 Goal setting by board members,
administrators, or teachers based
on votes, favorite initiatives, or fads
 Goal setting based on data about
problems and possible
explanations
 Staff meetings that focus on
operations and the dissemination
of information
 Staff meetings that focus on
strategies and issues raised by the
local school’s data
 Parent communication via twice-a-
year conferences at elementary
“open houses” and newsletters
 Regular parent communication
regarding the progress of their
children
 Grading systems based on each
teacher’s criteria of completed
work and participation
 Grading systems based on common
student-performance criteria that
report progress on the standards as
well as work skills
Summative District or State
Assessments
Other Data
… alone or with some friends
Deborah Ball
Roland Barth
Carol Belcher
Louis Castenell
Jim Collins
Tom Corcoran
Linda Darling-Hammond
Lisa Delpit
Rick DuFour
Karen Eastwood
Richard Elmore
Susan Fuhrman
Carl Glickman
Asa Hilliard
Anne Lieberman
Dan Lorti
Robert Marzano
Milbrey McLaughlin
Jay McTighe
Fred Newmann
Allan Odden
Doug Reeves
Mike Schmoker
Deborah Shifter
Dennis Sparks
James Stigler
Gary Wehlage
Grant Wiggins
and more…
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
Using your own professional experience, and/or what
you have heard from us, sketch out a draft of an
inquiry cycle. Include at least three necessary
elements. (2 minutes)
Share with your table. What do you all have in common?
(5 minutes)
ANALYSIS:
• IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround
• BOTTOM LINE: Includes analysis at question level, standards
level and overall—how well did the students do as a whole
• TEST-IN-HAND analysis: Teacher & instructional leader
together
• TEACHER-OWNED analysis
• DEEP: Moves beyond “what” to “why”
 Results Now
 The 30 Minute Team Meeting
 A protocol for organizing teams of teachers to
participate in the data inquiry cycle to make meaningful
improvements in teaching and learning.
50 MIN TOTAL
• IDENTIFY ROLES: Timer, facilitator, recorder (2 min)
• IDENTIFY OBJECTIVE to focus on (2 min or given)
• WHAT WORKED SO FAR (5 min)
• [Or: What teaching strategies did you try so far]
• CHIEF CHALLENGES (5 min)
• BRAINSTORM proposed solutions (10 min)
• [See protocol on next page]
• REFLECTION: Feasibility of each idea (5 min)
• CONSENSUS around best actions (15 min)
• [See protocol on next page]
• PUT IN CALENDAR: When will the tasks happen? When will
the teaching happen? (10 min)
PROTOCOL FOR BRAINSTORMING:
• Go in order around the circle: each person has 30 seconds to
share a proposal.
• If you don’t have an idea, say “Pass.”
• No judgments should be made; if you like the idea, when it’s
your turn simply say, “I would like to add to that idea by…”
• Even if 4-5 people pass in a row, keep going for the full
brainstorming time.
PROTOCOL FOR REFLECTION:
• 1 minute—Silent personal/individual reflection on the list: what
is doable and what isn’t for each person.
• Go in order around the circle once: depending on size of group
each person has 30-60 seconds to share their reflections.
• If a person doesn’t have a thought to share, say “Pass” and
come back to that person later.
• No judgments should be made.
PROTOCOL FOR CONSENSUS/ACTION PLAN:
• ID key actions from brainstorming that everyone will agree to
implement
• Make actions as specific as possible within the limited time
• ID key student/teacher guides or tasks needed to be done to
be ready to teach—ID who will do each task
• Spend remaining time developing concrete elements of lesson
plan:
• Do Now’s
• Teacher guides (e.g., what questions to ask the students or
how to structure the activity)
• Student guides
• HW, etc.
NOTE: At least one person (if not two) should be recording
everything electronically to send to the whole group
TIPS FOR EFFECTIVE ANALYSIS MEETINGS:
• Let the data do the talking
• Let the teacher do the talking (or get them to!)
• Always go back to the test and back to specific questions
• Don’t fight the battles on ideological lines (you’re going to lose)
• There’s a difference between the first assessment and the third
• You’ve got to know the data yourself to have an effective
meeting
• Make sure it’s connected to a concrete plan that you can verify
 Make data part of an ongoing cycle of instructional




improvement
Teach students to examine their own data and set
learning goals
Establish a clear vision for school wide data use
Provide supports that foster a data-driven culture
within the school
Develop and maintain a district wide data system
By Eon Verrall
Phase I
What is it that these students can’t do but need to be able to
do? And how do we know that?
Phase II
What are we going to do to ensure they learn it, and how are
we going to prove that it worked?
Phase III
What are the best next steps to make sure that our school
continues to improve, and how will we prove that our next
steps are working?
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to
Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
I predict…
I assume…
I wonder…
I’m expecting to see…
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to
Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
BECAUSE
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
 Made by the five senses
 Are quantitative and qualitative
 Contain no explanations
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
I notice that…
I see that…
I am struck by….
I am surprised that…
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to
Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
 What are some inferences we are drawing about these
data?
 What are some implications to consider as we prepare
to look at student-learning and other data about our
school?
 What questions do we have now?
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
A possible explanation is…
That may be because…
A question I have now is…
A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
_________ % of students tested at _________ School passed the _____________ exam.
A performance gap of ______ percentage points was noted between __________
students and ____________ students.
A weak strand is ________________, particularly in
________________________________.
Possible categories to consider…
 Curriculum
 Instruction
 Assessment
 Equity
 Critical Supports
You believe you have control to change
Has the greatest impact on student learning
Eager to investigate through research and local
data
$
Have time and resources to address
Adapted from Paul G. Preuss, Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems. 2003.
Larchmont, NY. Eye on AEducation.
UsedGuide
with permission.
Data Coach’s
to Improving Learning for All
Students: Unleashing the Power of Collaborative
Inquiry © 2008 by Corwin Press. All rights
reserved.
Analyze Data…
 Investigate root causes of all skill gaps
 Use research based instructional strategies to address
the weakness at the skill level
 Continually evaluate the success of the strategies used
… how to get from here to there
ACTION:
• PLAN new lessons based on data analysis
• ACTION PLAN: Implement what you plan (dates, times,
standards & specific strategies)
• LESSON PLANS: Observe changes in lesson plans
• ACCOUNTABILITY: Observe changes classroom observations,
in-class assessments
• ENGAGED STUDENTS: Know end goal, how they did, and
what actions they’re taking to improve
 Collect and analyze a variety of types of school data
 Develop or adapt common assessment instruments
 Commit to norms of collaboration and to examining data
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

from an equity perspective
Identify student-learning problems, verify causes, generate
solutions, and monitor results
Consult research to investigate problems, causes, and best
practice
Develop data-supported action plans
Communicate with staff and key stakeholders about
findings and plans
 Oversee the implementation of plans and/or implementing




instructional improvement in their own classroom
Share successes and challenges from their own classrooms
Engage a broader group of stakeholders to gain their input,
involvement, and commitment
Coordinate with other school or district initiatives and
leaders
Develop their data literacy and collaborative inquiry
knowledge and skills; content knowledge, generic
pedagogical knowledge, and pedagogical content
knowledge; cultural proficiency; and leadership and
facilitation skills
Some tasks for teacher “Data Teams” that are possible in
a short time period.

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
Set a short term goal based on instructional data.
Agree on a common assessments to monitor student
progress towards the short term goal.
Monitor assessments and improve instruction.
Create or evaluate Common Core lessons.
S
M
A
R
T
specific
measurable
attainable
results based
time bound
Specific: The goal identifies what will happen and with
whom.
Measurable: The goal includes clear indicators of
success.
Attainable: The goal can be accomplished with the
strengths, abilities, and resources available.
Relevant: There is a documented need for the goal and
it is something you want to do.
Time-Bound: The goal includes the time frame for
when it will be met.
Area to improve :
specific and measurable
Amount to Improve :
attainable results
Target Date :
time-bound
 Learner-Centered Problem
 A statement of the skills or knowledge that
students lack.
 Problem of Practice
 A statement of the instructional challenge(s)
related to the learner-centered problem.
Possible categories to consider…
 Curriculum
 Instruction
 Assessment
 Equity
 Critical Supports
… what it really takes
DATA-DRIVEN CULTURE:
• VISION: Established by leaders and repeated relentlessly
• TRAINED LEADERSHIP TEAM: “real” leaders and formal
leaders involved in process
• CALENDAR: Calendar in advance with built-in time for
assessments, analysis & action
• PROFESSIONAL DEVELOPMENT: Aligned
CHANGE IS…
A PROCESS, not an event;
made by INDIVIDUALS first, then institutions;
a highly PERSONAL experience.
Change entails DEVELOPMENTAL growth in feelings
and skills.
INTERVENTION must be related to…
the PEOPLE first,
the INNOVATION second.
TS 2
Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.). 2006. Boston: Allyn and Bacon. Used with permission.
Even in the most well behaved group, it can still be
difficult to talk data….
• Don’t use data to punish (administrators, teachers,
students, schools).
• Don’t use data to blame students or their
circumstances.
• Don’t jump to conclusions without ample data.
• Don’t use data as an excuse for quick fixes. Focus on
improving instruction!
1.
2.
3.
4.
5.
6.
7.
Pausing
Paraphrasing
Probing for Specificity
Putting ideas on the table and pulling them off
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy and inquiry
 Stay engaged: Staying engaged means “remaining morally, emotionally,
intellectually, and socially involved in the dialogue”
 Experience discomfort: This norm acknowledges that discomfort is
inevitable, especially in dialogue about race, and that participants
make a commitment to bring issues into the open. It is not talking
about these issues that creates divisiveness. The divisiveness already
exists in the society and in our schools. It is through dialogue, even
when uncomfortable, that healing and change begin.
 Speak your truth: This means being open about thoughts and feelings
and not just saying what you think others want to hear.
 Expect and accept nonclosure: This agreement asks participants to
“hang out in uncertainty” and not rush to quick solutions, especially in
relation to racial understanding, which requires ongoing dialogue.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin
Press. All rights reserved.
 A protocol is a tool that facilitates a complicated
discussion in an efficient manner. (Beth Dryer)
Significant improvement in student
learning and closing achievement gaps is a
moral responsibility and a real possibility
in a relatively short amount of time—two
to five years.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
 Narrowing the gaps between the highest- and lowest-
performing students; and
 Eliminating the racial predictability and
disproportionality of which student groups occupy the
highest and lowest achievement categories…”
 “Equity is not a guarantee that all students will succeed.
Rather, it assures that all students will have the
opportunity and support to succeed. In an equitable
system, the barriers that inhibit student progress are
removed.”
Source: Singleton & Linton, Courageous Conversations About Race. 2006, pp. 46–47. Thousand Oaks, CA: Corwin. Reprinted
with permission.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
Honoring the differences among cultures,
viewing diversity as a benefit, and
interacting knowledgeably and
respectfully among a variety of cultural
groups.
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin
Press. All rights reserved.
Adapted from Randall B. Lindsey, Kikanza Nuri Robins, & Raymond D. Terrell. Cultural Proficiency: A Manual for School Leaders, 2003, p. 85. Thousand Oaks,
CA: Corwin. Used with permission.
TS 1
… now the fun begins
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Inquiry Team Members
Data Coaches
Instructional Specialists
Teachers
Students



Protocols
Agendas
Scheduling

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
State
Local
Interim

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Goals
Implementation Steps
Timelines



APPR
Internal Sharing
External Sharing
 Collect baseline data (Implementation Rubric for Data
Driven Instruction and Assessment)
 Practice Inquiry Cycle
 Formulate a student learning problem statement
 Develop a related SMART goal