September 12, 2014Lora M. McCalister-Cruel
BDS District Data Coach
Bay District SchoolsData Analysis Framework
OBJECTIVESOBJECTIVES
• 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
AGENDAAGENDA
• Connecting Data to Results• The Data Pyramid• Data-Driven Dialogue Simulation
ASSUMPTIONASSUMPTION
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 Leadership & Capacity: The Data
Coach RoleCoach Role
Use Data
Literacy
Facilitate
Lead for Sustainabilit
y
• 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 Core Competencies for High-Capacity
Data UseData Use
Structure Collaboration: The Using Data Structure Collaboration: The Using Data
ProcessProcess
What We’re “Used to”What We’re “Used to”
Data Data PyramidPyramid
Annually
2-4 times a year
Quarterly or end of the unit
1-4 times a month
Daily-Weekly
TIME FRAME
Data about people,
practices & perceptions
Benchmark Common
Assessments
Formative Common
Assessments
Formative Classroom Assessment
s
Summative District &
State Assessment
s
DATA SOURCES
Annually
2-4 times a year
Quarterly or end of the unit
1-4 times a month
Daily-Weekly
Data Data PyramidPyramid
Reflection: Data PyramidReflection: 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?
A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.
Data-Driven Dialogue: Data-Driven Dialogue: DetailDetail
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…
Therefore…
It seems… 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 ____.***
Curriculum
EquityTeacher
PreparationCritical
Supports
Instruction Assessment
ROOT CAUSES
DATA-DRIVEN DIALOGUE: DATA-DRIVEN DIALOGUE: AGGREGATE DATAAGGREGATE DATA
Explain the data source
the team will be
analyzing
Generate Solution
s
• 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…
Therefore…
It seems… 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 ____.***
Reporting Category 2 Number: Fractions
MA.3.A.2.1Representing fractions; Representing
mixed Numbers3
MA.3.A.2.3Comparing fractions; Ordering
fractions; Ordering mixed numbers4
MA.3.A.2.4 Equivalent Fractions 3
Reporting Category Point Total 10
2014 FCAT 2.0 MathematicsNext Generation Sunshine State Standards
(NGSSS)Grade 3
CONTENT FOCUS REPORT
DATA-DRIVEN DIALOGUE: Student DATA-DRIVEN DIALOGUE: Student Work Work
TASK DECONSTRUCTION
Generate Solution
s Reteaching/ Enrichment
Student Work InquiryStudent 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 Why Did So Many Students Miss
This?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 ProcedureTask 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 Step 1 in Task Deconstruction: Do with a Partner and Share solutions in GroupPartner 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 WorkStep 2: Examining Student Work
Student Know/Do Know/Do Know/Do
Know/Do
Errors/ Misconcepti
ons
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Step 2: Examining Student WorkStep 2: Examining Student Work
Step 2: GO VISUALStep 2: GO VISUAL
StudentCompute Accuratel
y
Recognize
Patterns
Choose Appropriat
e Operation
Read & Identify
Key Details
Errors/ Misconcepti
ons
Student A
Student B
Student C
Student D
Student E
Student F
Student G
DATA-DRIVEN DIALOGUE: Student DATA-DRIVEN DIALOGUE: Student Work Work
TASK DECONSTRUCTION
Generate Solution
s Reteaching/ Enrichment
Data-Driven DialogueData-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: Step 2: GO VISUAL (Think Time) & Step 3: ObservationsObservations
StudentCompute Accuratel
y
Recognize
Patterns
Choose Appropriat
e Operation
Read & Identify
Key Details
Errors/ Misconcepti
ons
Student A
Student B 0 Principle in
Multiplying
Student C
Student D
Student E
Student F Adding vs
Multiplying (Simplest Strategy
Student G
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 ____.***
OBJECTIVESOBJECTIVES
• 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 SLIPEXIT 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 InfoContact InfoLora M. McCalister-Cruel
District Data [email protected]
@mccalistercruel 767-5319