DATA WISEContinuous Improvement Process

START

Celebrate successes!

Keep doing the

right work!

Step 3

Create A

Data

Overview

Step 1

Organize

For Collaborative

WorkStep 2

Building

Assessmen

t LiteracyADVANCE

2 SPACES FORWARD

DAT

AW

ISE

You’re on the right path!!

The road to data driven decision

making begins here!

Use data to avoid pitfalls

Don’t fall into the cracks of analysis paralysis

Step 4

Dig Into

Student

Data

Step 4

Dig Into

Student

Data

Step 5

Examine

Instruction

Step 6

Develop

Action

Plan

Step 7

Plan to

Assess

Progress

Step 8

Act and

Assess

Data Wise for Continuous Improvement

1. Collect and Chart DataData teams gather and display

from formative assessment results. Through the

disaggregation in this step, teams will be able to plan for the acceleration of learning

for all students.

2. Analyze data and prioritize needs

Data teams identify strengths and needs of student

performance and then form inferences based on the data. Data Teams also prioritize by focusing on the most urgent

needs of the learners.

3. Establish SMART goalsTeams collaboratively set

incremental goals. These short –term goals are reviewed and revised throughout the data

cycle.

4. Select instructional strategiesTeams collaboratively identify research – based instructional

strategies. The determination is based on the analysis in Step 2.

5. Determine results indicatorsData Teams monitor their use of

strategies to determine the impact and effectiveness of their

efforts. This steps allows Data Teams to make mid-course

corrections.

START

HERE

LET THE GAME BEGINHERE!

Congratulations

On your firststep!

CautionCollaboration

In Progress

Move 2 stepsForward…

STEP 1Organize for Collaborative Work

Build Data Teams to organize data and facilitate data use. Members of team and define rolesLevel of teams/ District/ Building/ Grade

1. Establish team structure within schools to allow for data discussions2. Establish norms for collaborative work3. Use protocols to structure conversations4. Complete Data Inventory and Instructional Initiatives Inventory

Organize for Collaborative Work

Use the rubric to assess where your school data team is in Step 1 of the Data Wise process.

Step 1: Organizing for Collaborative Work

WHAT ARE DATA TEAMS?

• Data teams are collaborative teams designed to improve teaching, learning, and leadership. • It is deliberate, frequent, and systematic practices that have a dramatic

impact on student achievement.• Data teams are the marriage between professional collaboration and data

– driven decision making.(Laura Besser, 2010)

1. Brainstorming: • Use sticky notes to individually write down three norms that will be important to our work

together as a data team.• 2. Discussion:• Share and discuss your norms with your neighbor and work to reduce your list to three

norms.• Partner with another pair to share and discuss your norms. Reduce your list to three norms.• 3. Synthesis: • Formulate norms where they may be some disagreement.• 4. Consensus:• Group agrees to use the norms and revisit them regularly.• They also agree that it is a working list and can be revised at any time.

Storming and Norming

• Guides the team through the Data Teams process steps.

• Facilitates collaboration around standards, common assessments and common research – based instructional strategies.

• Leads the team in Decision – Making for Results process.

• Makes sure team follows pre – determined timeframes.

• Keeps team members informed of available time per step.

• Takes minutes using the template provided.• Distributes minutes to team members and

appropriate stakeholders.

Data Team RolesFacilitator/Team Leader

Data Technician

Time Keeper/Recorder

• Gathers the data from all team members.

• Creates tables/charts/graphs that represent assessment results.

• Communicates results to team members and appropriate stakeholders.

Data Wall Curator

• Posts incremental assessment data.• Manages the creation of a narrative (cause data)

that accompanies the numbers (effect data).

Focus Monitor Engaged Participant• Keeps dialogue focused on step in the

process.

• Reminds team of purpose and tasks when necessary.

• Responsibility of all team members.

• Contributes to dialogue.

• Commits to decisions of team.

• Respectfully poses questions.

• Uses active listening.

Data Inventory

• What external, internal, and student specific assessments for we administer?

• What content areas are assessed with each?• What other student specific information do we gather?• When is each type of data collected?• How can teachers find these data?• How are the data used now?• What might be a more effective use of the data?• What data do we wish we had?

Sample Data Inventory

Sample Instructional Initiatives Inventory

Sam

ple

Agenda

Sam

ple

Agenda

Use the rubric to assess where your school data team is in Step 1 of the Data Wise process.

Step 1: Organizing for Collaborative Work

Complete data inventory and instructional initiatives inventory

Connections or team building activities allow time for teams to check in with one another. You will always revisit and refresh the foundational work you did to organize for improvement.

Always practice using evidence to ground all conversations.

ACE

MORE TO COME

Congratulations

On your firststep!

Move 2 stepsForward…

STEP 1Organize for Collaborative Work

MORE TO COME!

DATA WISE

WE ARE ON OUR

WAY!

Next Steps!

We’re on Step 2!!!

STEP 2Building Assessment Literacy

Datawise Step 2: Build Assessment Literacy

Principles for Interpreting Assessment Results

Assessment Terminology

Assessment Uses

Assessment Types

Building Assessment Literacy

To use data effectively, you need to support team members in learning

how to read and interpret data reports. Although this step is located in

the Prepare phase of the process, you will find that it is a good idea to

build assessment literacy throughout all the steps as you expand the

number of data sources you consult and deepen the kinds of questions

that you ask of the data.

What is “assessment literacy?”

An assessment literate individual is one who understands how student

assessment can enable them to better carry out their role in education

better, believes that assessment can improve teaching and learning, and

puts activities and behaviors to act on these beliefs into place.

What are the essential elements of this statement?

Why should we be assessment literate?

Build assessment literacy so that faculty can:

• Develop a working knowledge of the key concepts of data reporting to assess data appropriately.

• Understand the limitations of the data you have.

• Know the appropriate application of the information assessments provide (both formative and summative assessments).

• Triangulate data sources for a more complete picture of what is really happening.

Principles for Interpreting Results

Work with a partner or in small groups to match the terminology with the definition.

Percentile ra

nk Scale score Student learning objective

Cut score

validity

reliability

Grade equivalent

Performance levels

Raw score

EXIT 1

DIAGNOSTIC ASSESSMENTS

What do my students know before instruction begins?

• Given at the beginning of a lesson, unit, and or semester

• Informs & guides instructional practices

• Baseline data that is used to create differentiated groups

• Developed to mirror the expectations of the Summative Assessment

• Prescriptive

• NOT used for grades

• Is a type of formative assessment

EXIT 2

FORMATIVE ASSESSMENTS

How are my students doing thus far?

• Assessment FOR & AS learning

• Small-scale, short-cycle assessments given to diagnose where students are in their learning

• Inform instructional decisions & student learning needs

• Based on standards

• Allow students to verify their learning & receive “actionable” feedback

• Used daily in classrooms formally or informally

EXIT 3

SUMMATIVE ASSESSMENTS

• How well did my students master the standards?

• Assessment OF Learning

• Usually comes at the end of instruction (unit, lesson, or semester)

• Includes unit tests, performance-based assignments, and all state-mandated assessments (CRCT, ITBS, GA Writing, GHGST, and eventually PARCC Assessment)

• Should contain multiple types of assessment questions

• Students can “recover” from low performance on this assessment

• Counts as a grade

WE ARE ON OUR

WAY!

Next Steps!

We’re on Step 2!!!

STEP 2Building Assessment Literacy

STEP 3 BEGINSHERE!

Create A Data Overview!!

WORKIN

PROGRESS

Move 2 stepsForward…

STEP 3Create a Data Overview

Creating a Data Overview

• Decide on educational questions• Begin with overview of standardized test results• Utilize data analysis tools • Create graphic displays

• Data Analysis Protocol• Activating and Engaging Stage (Data-Driven Dialogue)

• Complete prior to viewing data• Surface experiences and expectations

• What are some predictions we are making?• With what assumptions are we entering?• What are some questions we are asking?• What are some possibilities for learning that this experience presents to us?

Identifying a Problem of Practice

A rich problem of practice:

• focuses on the instructional core (What teachers and students are doing and the content being addressed).• is directly observable.• is actionable (is within the school’s/district’s control and can be improved in

real time).• connects to a broader strategy of improvement (school, feeder pattern,

system).• is high-leverage (if acted on, it would make a significant difference for student

learning).• is deep learning (e.g., higher levels on Bloom’s) promoted by this POP for both

teachers and students?

Create a Data OverviewProtocol for Examining Data

Purpose: To guide a group through analysis of data to identify strengths and problems of practice.

Overview of Data (3 minutes)

Step 1: What parts of the data catch your attention? Just the facts. (8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group)

Step 2: What does the data tell us? What does the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7 minutes discussing as a group)

Step 3: What good news is there to celebrate? (5 minutes to identify strengths)

Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual ideas for practice, 7 minutes for group discussion)

Step 5: What are our key conclusions? What recommendations does the team have for addressing the problem of practice?

What are your thoughts about today’s learning?

Reflections

STEP 3 BEGINSHERE!

Create A Data Overview!!

WORKIN

PROGRESS

Move 2 stepsForward…

STEP 3Create a Data Overview

Questions?More Information?

Carla Austin

Title I Lead Data Support Specialist

austinc1@fultonschools.org

786 Cleveland Avenue, SW

Atlanta, Georgia 30315

@austin_carla

THANK YOU!!!!