esd113.org

ESD 113Your partner for learning solutions

Early Learning Data InstituteUsing the Cycle of Inquiry and

Action For Program Improvement

Welcome and Introductions

2

ESD 113Your partner for learning solutions

Overview of the Two Days

3

Day 1

The big picture

Getting Ready and Issues

Day 2

Application to your context

Plan and Evaluate

Diagnosing Causes

Digging Deeper

Today’s Agenda

4

Welcome and Introduction

Exploring vision, purpose and challenges

What questions and what data?

Understanding Issues

Today’s Objectives

1.Learn concepts related to:a. Team readiness for use of data

b. Creating focusing questions

c. Gathering, displaying and analyzing datad. Understanding underlying causes

2. Apply these concepts and related tools to real-life data and begin construction of data action plan.

5

The Big Picture

Priority #1: Explore and adapt a toolset that will support teams to systemically improve how they use data.

Priority #2: Build capacity to sustain and expand the use of data in systemic improvement and prepare a plan for application of new learning.

6

To download materials:

esd113.org/datacoach

Click “Early Learning Institute” link (on left menu bar)

-or-

esd113.org/page/1529

7

Your Expectations???

Where do you hope your data team will be after these two days? 8

1.0 Getting Ready –

9

ESD 113Your partner for learning solutions

Don’t Be Puzzled!

10

11

The Cycle of Inquiry

and Action

Getting Ready

Identify Issues

Understand the Issue

Diagnose Causes

Plan and Take

Action

Evaluate Results

1.0 Getting Ready: Overview

1.1 - Vision for data use

12

Getting Ready

Data Capacit

y

Vision for Data

Use

The Cycle of Inquiry and Action

Getting

ReadyIdentify

the Issue

Under-stand the

Issue

Diagnose

Causes

Plan and Take

Action

Evaluate

Results

1.0 Getting Ready: Overview

1.2 - Team self-assessment of capacity

13

Getting Ready

Data Capacit

y

Vision for Data

Use

The Cycle of Inquiry and Action

Getting

ReadyIdentify

the Issue

Under-stand the

Issue

Diagnose

Causes

Plan and Take

Action

Evaluate

Results

1.1/1.2 Self-Assessment: Vision and Capacity

14

1.1/1.2 Self-Assessment: Vision and Capacity

15

Debrief with Team/Journal: Getting Ready Steps 1.1 - 1.2)

Questions???

16

2.0 Identify Issues

17

ESD 113Your partner for learning solutions

2.0 Identify Issues: Overview

2.1 - Formulate Initial Questions

18

Identify Issues

Formulate Initial

Questions

The Cycle of Inquiry and Action

Getting Ready

Identify

Issues

Under-stand the

Issue

Diagnose

Causes

Plan and Take

Action

Evaluate

Results

Data Capacit

y

Vision for

Data Use

2.1 Identify Issues: Questions

1. Your response to the issue(s) underlying the question is under your direct control.

2. Addressing the issue will be significant in terms of helping children.

19

2.1 Identify Issues: Scenario

KIDS FIRST, INC.

Head Start

20

ESD 113Your partner for learning solutions

2.1 Identify Issues: Questions

21

2.1 Identify Issues: Questions

As a group: Review document 2.1a Early Learning

Questions

Use documents 2.1b Identifying and Prioritizing Significant Issues to select an issue appropriate to your program(s) or center(s)

Use document 2.1c Developing Focusing Questions to Initiate Inquiry to formulate your own focusing question.

Complete the top three sections of the Problem Statement Worksheet. 22

2.1 Identify Issues: Questions

23

2.0 Identify Issues: Overview

2.1 - Formulate Initial Questions

2.2 – Identify Useful Data

24

Identify Issues

Identify Useful Data

Formulate Initial

Questions

Data Capacit

y

Vision for

Data Use

The Cycle of Inquiry and Action

Getting

Ready

Identify

Issues

Under-stand the

IssueDiagno

se Causes

Plan and Take

Action

Evaluate

Results

2.2a Identifying Issues: Data

25By Victoria L. Bernhardt

2.2b Sources of Data

26

To provide the team with a protocol to follow when attempting to find data to answer a focusing question.

10 minutes

Debrief with Team/Journal:Identify Issues 2.1 & 2.2

Finish Process Summary, Stages 1 & 2

27

Lunchtime!

28

ESD 113Your partner for learning solutions

3.0 Understand Issues

29

ESD 113Your partner for learning solutions

3.0 Understand Issues: Overview

3.1 Display data for understanding

30

The Cycle of Inquiry

and Action

Getting Ready

Identify Issues

Under-stand the

IssueDiagnose Causes

Plan and Take

Action

Evaluate Results

Vision for Data

Use

Data Capacity

Identify Useful Data

Formulate Initial

Questions

Under-stand the

Issue

Display Data

3.1a Data Display Checklist

31

As a team use documents 3.1a to evaluate the quality of the data display in document 3.1b

10 Minutes

3.0 Understand Issues:3.1c Data Displays

Time to create a data display:What is your question?What are the data elements you’ve identified?What would NCES recommend for the chart

format (i.e., Pie, Bar, etc.)? If you have your own program data, use it…if

not, use data from document 3.1c Raw Program Data for Creation of Data Display, or, just make it up!

Have fun with it!Reflect on the quality data display check-list. 32

33

3.1b NCES – Which Graph to use?

nces.ed.gov/nceskids

The Cycle of Inquiry

and Action

Getting Ready

Identify Issues

Under-stand the

IssueDiagnose Causes

Plan and Take

Action

Evaluate Results

3.0 Understand Issues: Overview

3.1 Display data for understanding3.2 Analyze the data

34

Identify Useful Data

Under-stand the

Issue

Display Data

AnalyzeData

Vision for Data

Use

Data Capacity

Formulate Initial

Questions

3.2 Analyze Data: Data Carousel

35Video

Factual Observations

A statement about what the data say without any interpretation.

Factual observations are the first step in the data analysis process and they provide the basis for making sound inferences.

• Not all observations are “factual”

• Observations can be colored by biases, assumptions, prejudice

36

37

Strengths: Concerns:

Other:

3.2 Analyze Data: Data Carousel

Now, you get to experience a mini-carousel. Review each of the data display mock-ups, and record your objective statements in 3 categories:

Data appears to illustrate program/ center strengths

Data appears to illustrate potential areas for improvement efforts

Questions about the data, or suggestions for additional helpful data – Parking lot?

38

Debrief with Team/Journal: Understand

Issues 3.1 and 3.2

39

Let’s Take a Break…

40

Let’s Recap-

Example Focusing Question:

What does our data tell us about kindergarten readiness of children disaggregated by sex, race/ethnicity, language, location?

41

Summarize and Prioritize “Concerns”

CommentsGroup post-it notes into themes or

affinity groups

Use sticky dots to allow each team member to rank the theme/affinity groups

If you have numerous concerns to rank, narrow to 2 or 3 “big dang deals”, then reprioritize using to identify the top issue

42

Example Data: Observations 20% of children are homeless

30% of children are English Language Learners, with Spanish as their first language.

50% of children who are ELL scored below 75% in widely held expectations for language, literacy, cognitive, and math.

Overall, 50% of children met widely held expectations in math at the end of the program year.

35% of teachers have less than three years of experience in Head Start.

25% of the teachers with more than 10 years of experience had scores below 2.0 in the Instructional Support area of CLASS.

The average daily attendance in the program was between 80 – 83% for seven of the nine months of school.

43

3.0 Understand Issues

44

4.0 Diagnose Cause(s)

45

ESD 113Your partner for learning solutions

4.0 Diagnose Causes4.1 Identify and articulate the major problem behind an issue.

46

Diagnose Causes

Diagnose Root

Cause

Vision for Data

Use

Display Data

Analyze Data

The Cycle of Inquiry

and Action

Getting Ready

Identify Issues

Under-stand the

Issue

Diagnose

Causes

Plan and Take

Action

Evaluate Results

Vision for Data

Use

Data Capacity

Formulate Initial

Questions

Identify Useful Data

Vision for Data

Use

Data Capacity

Formulate Initial

Questions

4.1 Diagnose Cause: Protocols

1. As a team, review the 3 Root Cause Protocols:

4.1a Why? Why? Why? Protocol

4.1b 20 Reasons Protocol

4.1c Fishbone Analysis Protocol

2. Select 1 of the 3 protocols and apply it to your selected issue/concern.

47

4.0 Diagnose Causes

48

4.1d Significance & Control Protocol

49

4.1e Inter-relationship Protocol

50

4.0 Plan & Take Action 5.0 Evaluate Results

51

Vision for Data

Use

Display Data

Analyze Data

The Cycle of Inquiry

and Action

Getting Ready

Identify Issues

Under-stand the

Issue

Diagnose Causes

Plan and Take

Action

Evaluate

Results

Vision for Data

Use

Data Capacity

Formulate Initial

Questions

Identify Useful Data

Plan and Take

ActionDescribe

Preferred End State

Select Strategies & Write the Plan

Evaluate

ResultsShort-

Term, & Long-Term

Goals

ID Data Element

s to Collect

Debrief with Team/Journal: Complete Process Summary -

Stages 3 and 4Questions?

52

EXIT TASK

53

Preparation for Day 2:

As a data team, complete your protocols and template (through 4.1).

End of day and debrief

54