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30 Minute Data Dialogue
 

30 Minute Data Dialogue

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A rough version of the data dialogue presentation done with principals in November last year.

A rough version of the data dialogue presentation done with principals in November last year.

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30 Minute Data Dialogue 30 Minute Data Dialogue Presentation Transcript

  • Thirty Minute Data Dialogue Adams 14 Principal Professional Learning Community November 9, 2006
  • Can you imagine working at Microsoft and not focusing on software, or at General Motors and not focusing on building cars? That's what the schools were doing. We had forgotten that academic achievement is the core of our business. — Major General John Stanford
  • Problem
    • Regular meetings with between teachers and instructional leaders (principals and assistant principals) are frequently significantly constrained by time.
  • Problem
    • How can a data dialogue be completed with a teacher in 30 minutes? A data dialogue that can make a difference in student learning?
  • Spend time with colleagues piloting the adapted “Thirty Minute Data Dialogue” for classroom discussions
  • Outcomes: (1) Develop facilitation skills using a thirty minute protocol for evaluating classroom level data. (2) Pilot the proposed protocol for thirty minute data dialogue
  • What: Work through the proposed process of a “data dialogue” for the those of us short on time Why: Develop skills at facilitating important discussions about improving teaching practice How: Using actual teacher data while playing the role of principal and teacher.
  • Agenda
    • Review the “Data Dialogue”
    • Role of scale
    • Facilitation
    • Thirty Minute Dialogue
  • Data-Driven Dialogue Colorado Consortium for Data-Driven Decisions (C2D3)
  • Data-Driven Dialogue
    • Predictions and Assumptions
    • Activating
    • Engaging
    • Explorations/Observations
    • Make fact statements
    • Use multiple sources
    • Explanation/Causation
    • ID testable explanations
    • Confirm with data
    • Taking Action
    • Generate Solutions
    • Use data to guide implementation
    Principals
  • Predictions and Assumptions
    • With what assumptions are we entering?
    • What are some predictions we are making?
    • What are some questions we are asking?
    • What are some possibilities for learning that this experience presents to use?
  • Explorations and Observations
    • What important points seem to “pop-out”?
    • What are some patterns, categories or trends that are emerging?
    • What seems to be surprising or unexpected?
    • What are some things we have not explored?
  • Explanation
    • What inferences/explanations/conclusions might we draw?
    • What additional data sources might we explore to examine our explanations?
  • Taking Action What are some solutions we might explore? What are the data we will need along the way to examine the implementation of our solution?
  • Scale of analysis affects the relevance of certain data and the use of the “data dialogue”
  •  
  • Scaling Analysis Student Level Analysis Classroom Level Analysis School Level Analysis District Level Analysis
  • Scaling Analysis Student Level Analysis Classroom Level Analysis School Level Analysis District Level Analysis System Level
  • System Level
    • Trying see through the complexity of a structure. Need to analyze the interdependencies.
    • Focus on multiple measures: survey (affective), demographics, student achievement, and program data.
    • Data Dialogue can be implemented from activating through action.
    • Significant time is spent on observation (repeatedly requesting new data) and cause (evaluating many potential reasons for trends and patterns)
  • Objective : Change direction of the system by introducing reforms for the entire system District School
  • Scaling Analysis Student Level Analysis Classroom Level Analysis School Level Analysis District Level Analysis Individual
  • Individual Level
    • Objective is to act on data rapidly o improve learning for individual students or small groups of students.
    • Activating and Engaging is of reduced importance and root cause is frequently skipped.
    • Focus is on changing instructional practice given available information.
    • Not systemic, but largely individual. (Should be impacted by systems change )
  • Objective : Improve teaching behavior and align student needs with curriculum design. Classroom/Student
  •  
  • Y Y Y Y DIBELS Y Y Y Y Common Assessment N N Y Y Perception (Survey) N N Y Y Demographics N N Y Y Grad Rate Y M Y Y Discipline Y M Y Y Attendance Y N Y Y IPT Y M Y Y CELA Y Y Y Y MAP Y Y Y Y CSAP Student Classroom School/Grade-Level District
  • Key to a good dialogue is facilitation…
  • Characteristics of Well Facilitated Data Dialogue Focused on improving student achievement Focused on factors that can be impacted by dialogue participants Uses exploratory language (Wellman and Lipton)
  • Characteristics of Well Facilitated Data Dialogue Open-ended questions are essential (Wellman and Lipton) Facilitator focuses on making clear that administration works to make teachers successful. Always leave with a task.
  • Characteristics of Well Facilitated Data Dialogue
    • Choose a focus for the discussion. Today we will focus on the classroom level reading data.
    • Choose a format for the data that is easy to read.   Teachers are always encouraged to bring their own data, in addition to anything available through district technology.
    • Set ground rules for the discussion and enforce them. No fault, no blame for the data. Ask questions and describe the data before seeking cause or understanding
    • Look to learn, not to confirm belief or bias
  •  
  •  
  • Objective : Improve teaching behavior and align student needs with curriculum design. Classroom/Student
  • Step #1 in Thirty Minute Data Dialogue
    • Develop relationship and set expectations (most done before hand)(30 seconds to 1 minute)
      • Write a memo to your staff that describes your expectations. Identify the reason, focus, and end products for these dialogues
      • Make sure norms are shared (no blaming teacher or student)
  • Step #2 in Thirty Minute Data Dialogue
    • Observation (student data)(5-6 minutes)
    • Activity #1: Mark-up
      • Analyze data and mark areas that are striking. Individuals are also expected to write questions that arise concerning these data.
      • What important points seem to “pop-out”?
      • What are some patterns, categories or trends that are emerging?
  • Step #3 in Thirty Minute Data Dialogue
    • Debrief of Observation (5 minutes)
    • Activity #2: Discussion between principal and teacher
      • What observations were in common? What observations did you not have in common? Do you agree they were striking?
  • Step #4 in Thirty Minute Data Dialogue
    • Curriculum Brief Evaluation (3 minutes)
    • Activity #3: Quick View of Curriculum
      • Review the curriculum for the upcoming period (month, unit, etc…). Write any questions regarding curriculum for this period.
  • Step #5 in Thirty Minute Data Dialogue
    • Curriculum Questions (2 minutes)
    • Activity #4: Rapid Answer Session
      • Answer as many curriculum questions as you can in 2 minutes. At the end of two minutes the principal will take ownership for following up with the teacher.
  • Step #6 in Thirty Minute Data Dialogue
    • Fill-in the Blank (5 minutes)
    • Activity #5: Identify student strengths and weaknesses
      • My students will have trouble with [blank]. Fill-in the blank with the curriculum power standard and also answer why (clear about which students are going to struggle and which are not)?
  • Step #7 in Thirty Minute Data Dialogue
    • Follow-up on Fill-in the Blank (5-7 minutes)
    • Activity #6: Creating an Action Step
      • Given that some of my student are going to struggle on [blank] what can I do as a teacher to mitigate the impact and ensure that students are all ma progress towards proficiency?
      • What are you going to start doing, stop doing, and keep doing based on the data analysis.
  • Step #8 in Thirty Minute Data Dialogue
    • Closing (2 minutes)
    • Activity #7: Creating Next Steps
      • Make sure that both the principal and the teacher can answer the following questions:
        • How will my principal know that I am doing it?
        • What am I expected to produce as end products to these dialogues?
        • What am I expected to do with these end products?
  • 31
  •  
  • Accountability Versus Responsibility to count, compute (something done to schools) Accountability to be responsive; response-ability (an internal drive for continuous improvement) Responsibility
    • http://www.ascd.org/ed_topics/el199309_raywid.html