Meaning and action result from professional learning communities that develop a shared commitment to improve student learning.
- Wellman, Bruce and Lipton, Laura.(2004). Data Driven Dialogue.
“Teachers blaze the path to knowledge when they purposefully use data as a source for analyzing progress and proactively plan for improvement.”
Wellman & Lipton. (2004). Data Driven Dialogue.
School Improvement Planning: Nine Characteristics Of High Performing Schools Evaluate plan’s impact on student achievement Set and prioritize goals It is a Process Craft action plans Study and select research-based practices Assess readiness to benefit Collect sort and select data Build and analyze portfolio Implement and monitor plan
Benefits of data analysis
It is more than solving a particular student learning problem
School/District improvement teams become more efficient and effective
Decisions making becomes ore collaborative
Teachers develop more positive attitudes about their and their students’ abilities
Educators feel more in charge of their own destinies
Development of school wide culture if inquiry
Data Carousel Planning Template
CEE has created template sheets to assist your team in planning your data carousel activity.
You will spend time today using these sheets and will identify (today) many of your challenges for planning and executing a successful carousel.
Data Carousel Planning Template Steps
Selection of Data
Immediate Follow-up and Next Steps
Key Data Decisions
Depth & breadth of data
Presentation of data
Responding to Guiding Questions
A data sharing and exploration strategy
A data analysis activity
A process to identify needs and “next steps” in digging deeper
Effective to engage multiple times per year
Traditional (i.e. SIP/SSIRG guide)
Large Chart Method
Digging Deeper- Theme Carousel: Math Across the Curriculum Needs, Goals == Research and Action Planning Theme -B Theme -C Other Data Sources: EES, WASL Analysis, Local Assessments, Demographics Basic Carousel Information informs SIP Plan Steps 6,7, & 8 and next year’s revisions School Performance Review Report Chronology for Planning and Implementation
A means for engaging the entire staff in the process of data analysis
Typically 2-3 hours in length if done at one setting (My bias is not to do it in one setting)
Intended to be a high level scan to determine trends, strengths and concerns
Food or snacks
Distribute prep materials
Time and People Decisions
Data Training Requirements
4 Domains of Data
Types of carousel
Why are some schools successful and others not when implementing the same improvement strategies? Readiness Guiding Question Assess readiness to benefit
Willingness – attitudes, experiences, buy-in
Code of cooperation
Roles We Play
Check Your Readiness
Using the “Assessing General Readiness” worksheet discuss your school’s readiness to engage in the School Improvement Process and craft plans to respond to the challenges you foresee.
Basic or Initial Carousels
All 4 Domains of Data
Designed to give large groups (i.e. all staff, all certs, all certs+IA/ParaPros or greater “community stakeholders”) a broad view of information
Process 1: Carousel So, let’s say there are 4 tables for the 4 data groups… Staff are asked to look at the data and craft narratives They do this for about 20 minutes Then they move to the next table Repeat until all data has been reviewed Logistical Considerations: Who will be involved in the Carousel? What could you do to make it even more fun? A theme perhaps? Should staff be assigned tables? Snacks, meals and comfort of participants?
Pause and Reflect on what you saw and heard. What is running around in your head?
Where Do We Go From Here?
Teachers and principals alike assess student and teacher achievement early and often – and use the information to drive improvement rather than assign blame.
The key, however, is not simply that the successful schools have data – it’s who is using the data and how they use the data.
Beat The Odds (2006)
Help bring clarity
Helps bring focus to more than one thing
Helps bring focus to elements of leadership
Guided Question Stem
“What evidence do I have…”
Well conceived guided questions should
Inquire into the nature (what)
Inquire into the quality (how well)
Inquire into the frequency (how often)
Remember that with data analysis you are trying to define the problem , not solve it.
Adding relevance and meaning through multiple data sources
Some guided questions to use when thinking about Dr. Ken Jenkins UNC @Chapel Hill
Where are your widest achievement gaps?
How persistent have these gaps been?
Are there dramatic difference from one year to the next? What might explain the differences?
Are the gender difference worth noting?
Is there any relationship you can determine between the population of free and reduced price lunch students and general student achievement?
For High School, are there differences between major curriculum areas worth noting?
What are the bright spots contained within the data?
Has the team collected data from multiple indicators (i.e. student assessment, perception, demographic, school context)? Has the team determined what data should be included in the school’s portfolio? Has the team determined a process for allowing all stakeholders to analyze the data? Has the team determined how the data will be displayed? Collect, Sort and Select Data
Characteristics, Qualities and Types
Aligned with standards
Selection of Data
From the data that has been collected you will need to purposefully select a subset for staff review.
What questions do you want to investigate?
What do you believe the staff “cares about”?
Choose a reasonable (say 6-8 pages) amount for their review.
What background knowledge will staff need to interpret the data?
Demographics Contex t Perceptions Student Learning Collecting Data Collect sort and select data
Collecting Data Contex t Perceptions Student Learning Demographics
Who are our students?
What trends do we see in our student population?
What trends do we see in our community?
Collect sort and select data Free and Reduced ESL Special Populations Gender Ethnicity Mobility Dropout Rates Demographics
Collecting Data Demographics Contex t Student Learning Perceptions
How do the members of our school community feel about our school and district?
How satisfied are school community members with our educational programs?
What do the members of our school community perceive to be the strengths and needs of our school?
Collect sort and select data Perceptions 9 Characteristics Technology
Collecting Data Demographics Contex t Perceptions Student Learning
How successful are our programs in support of struggling learners?
What factors outside the school may be influencing student achievement?
Collect sort and select data Context Healthy Youth Survey Safe Schools Data Discipline Data School Programs
Demographics Perceptions Contex t Student Learning
What evidence can we gather about our students’ learning?
What evidence can be gather about curriculum, instructional and assessment alignment to standards?
To what do we attribute our achievement trends?
Collect sort and select data Student Learning WASL Local Assessments Classroom Based Assessments GPA
Has the team selected appropriate data from each domain?
Is data displayed in a manner that is easy to interpret?
Do staff members know how to craft narrative statements?
Is there a process for engaging staff in review of data?
Is there a model for reaching consensus?
Build and Analyze Portfolio
Data exploration during the carousel activity
Logistics – people, facility, movement of data, # of copies, cost
During the carousel activity
Review why and process
Basic skill review
Allow all participants opportunity to see data
Narrative statements - process
Keep it simple- Communicate a single idea.
Make them short and easy to read
Avoid Evaluation- Describe what you see, not what caused it or what to do about it
Criteria for Good Narratives
Describe building wide performance
Describe trends in performance over time
Describe high and low performing groups
Compare performance in your building with a benchmark for example statewide performance
Communicate a single idea about student performance
Are short, clear sentences or phrases
Are descriptive rather than evaluative
Use everyday language that is easy to understand
Are independent statement that incorporate numbers
Product 1: List of Concerns
At the end of the Carrousel, the staff should have access to a list of concerns based on data
You will need to determine the method for collecting concerns and returning them to staff
Process 2: Rating and Ranking
The team should select a process for reaching consensus about the school’s priority concerns.
We have used a rating and ranking activity
Staff is given printed copies of the concerns from the Data Carousel
They are asked to read for clarification (not allowed to lobby for or against a concern)
They are also asked to eliminate any duplicates
Staff select their 5 greatest concerns
Staff assign points to their concerns (5 to 1) with 5 points assigned to the greatest concern and 1 go the least
Public vote for each concern
Most points wins
Product 2: A prioritized list of concerns
At the end of the Data Carrousel, the staff will leave with a list of prioritized concerns.
Next step is typically a leadership team activity: Group concerns into themes and craft goal statements.
This process results in a deeper understanding of the school’s data, allows for staff input regarding priorities, supports a transparent decision making process.
“I am tired of talk that come to nothing. It makes my heart sick when I remember all the good words and broken promises…” Chief Joseph
Pre-Mortem Process Learning Improvement Team for Climbing Higher School/District
You are a member of the school’s LIT charged with planning a data sharing activity with some “tough” data
Reflect on the various “personalities” you might have to work with during the data review planning process
Recall the following
Principles of Adult Learning
5 by 5 Whys
Most recent parent survey results
Time to prepare…
Take some time to review the readiness worksheet and consider the context of your data review.
Craft some questions you would like to have your data address.
Create your plan for engaging the staff in a Data Carrousel
Informing Practices and Improving Results with Data-Driven Decisions (August 2000-ECS (Education Commission of the States www.ecs.org Issued Paper)
“ The Flywheel Effect” by Timothy D. Kanold
“ Buried Treasure-Developing a Management Guide to Mountains of School Data”-January 2005 (Center for reinventing public education authored by Mary Beth Celio and James Harvey)
Source: “Addressing Barriers to Learning” Vol. 9, Number 4. Fall 2004. From School Mental Health Project/Center for Mental Health in Schools, UCLA.
Don’t hesitate to call CEE – 425-283-0384 Sue is ext 1#, Greg is ext 2#, Jack at 425-444-6600 and Terry at ?