This document discusses how Fenger High School in Chicago provides data and support to teachers to enable action-oriented outcomes. It explains that clearly defined structures are needed to avoid overwhelming teachers with information. Some structures mentioned include block scheduling, weekly professional development for teachers, common data cycles and protocols, and reorganization of intervention programs. Tools for data analysis and supports for teachers are also outlined, including data portals, coaching, shared resources, and opportunities for innovation.

1. Turning
Data
Into
Ac/on
Fenger
High
School
Chicago
Public
Schools
Elizabeth
Dozier,
NBCT
Principal
eadozier1@cps.k12.il.us
Visit
us
at
www.fengerhighschool.org

2. DRIP
Data
Rich,
InformaIon
Poor

3. How
do
we
provide
informaIon
to
teachers
so
as
to
create
outcome-­‐
oriented
acIons,
but
without
drowning
and
thus
paralyzing
them
with
informaIon?

4. Must
have
clearly
defined
structures,
otherwise
things
are
open
to
interpretaIon

5. Built-­‐In
Structures,
Rhythms
&
Alignment
• Block
Scheduling
–
Rearrangement
of
Resources
• Weekly
100
minute
PD
for
teachers
• Horizontal
and
VerIcal
Planning
Time
Weekly
• PODs
(Grade
Level)
• Common
Data
Cycle,
Protocols
&
ExpectaIons
• ReorganizaIon
of
Sequence
–
Read
180
• Address
Skill
Deficiencies
#1

6. A:
TEACHERS
&
TEACHER
LEADERS
Q:
Who
leads
the
work?
Teacher
EXPO
Days
across
Turnaround
Schools
#2

7. Useful
Tools
for
Data
Analysis
• Online
data
portal
with
real-­‐Ime
reporIng
• Example:
CIM:
Curriculum
&
InstrucIonal
Management
#3

8. SupporIng
the
Work
• Weekly
Coaching
Visits
• SharePoint
• In-­‐house
videos
• Teacher
Expos
• Visits
• NBC
• Encouraging
InnovaIon
and
PosiIve
Deviants
#4