Step 4 Module: Dig into Student Data Continuing our Journey toward Becoming Data Wise The facilitator will introduce him/herself and begin by introducing step 4 of Data Wise which is focused on Digging into student Data.

Step 4: Dig into Student Data Key Tasks 4.1 Examine a wide range of student data 4.2 Use protocols to stick to evidence 4.3 Identify a learner-centered problem In module 2, teams/schools began to understand multiple forms of assessments, how results are reported, and how the results are responsibly used to inform decisions that impact instruction. With continued practice, teams will build their capacity and increase comfort. In module 3, teams/schools decide which assessment data to display, how to display those data clearly and effectively, and how to start conversations around the displayed data. The outcome of the work of Step 3 was the generation of a priority question. (Facilitator may consider asking participants what they remember most about the work of Step 3 just to check for understanding. Some key ideas from step 3 include: ¾ of work belongs to leadership team and is backstage work, the full staff comes back into the process at 3.4 Make Sense of Data and Generate a Priority Question, and Criteria for Priority Questions) The work of step 3 is essential as the outcome (the priority question) is the driver for the work of Step 4 because in this step teams will seek “an” answer to the priority question by looking closely at a VARIETY of student data. The Priority Question really does guide teams in the direction of the right data sources to dig into to find an answer to the priority question. Step 4 has 3 key tasks: They are: (Read verbatim from the slide) A key concept in this step that you will hear about consistently is TRIANGULATION? What does that mean? (Allow participants to respond). This focus on triangulation is important as we continue to keep a lens on our Data Wise Norms. In particular : Ground Statements in Evidence.

Revisiting our Norms Take an inquiry stance Assume positive intentions Ground statements in evidence Stick to protocol and ensure all voices are heard Be here now Start and end on time Since we’ve mentioned norms...As always we want to ensure that we revisit our norms to set the stage for our collaborative work so that everyone is clear on the rules for engagement. Let’s take a moment to quickly review the norms. These should be familiar to everyone by now...can everyone commit to these norms today? (allow wait time for affirmative responses) Great! I also want to encourage you to hold both us, as facilitators, as well as one another, accountable to these norms throughout the session.

Narrowing the Scope of Inquiry focus area □ Relates to instruction. □ Narrows scope of inquiry while remaining broad enough to be relevant to many/most staff members. [Insert your focus area here] priority question □ Arises from a collaborative process. □ Relates to instruction. □ Further narrows scope of inquiry. □ Is actionable. □ Is genuinely intriguing to staff. [Insert your priority question here] learner-centered problem □ Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control. □ Is a statement, not a question. □ Is specific and small. [Insert your learner-centered problem here] problem of practice □ Is directly related to Priority Question. □ Is based on multiple data sources. □ Is within our control. □ Is a statement, not a question. □ Is specific and small. [Insert your problem of practice here] action plan □ States specifically what teachers will do to address the problem of practice. □ Contains one or more research-based, evidence –based, high-leverage instructional strategies. □ Assigns responsibility to specific people. □ Is time-bound. [Insert your action plan here] plan to assess progress □ Clarifies evidence that would show whether action plan is addressed the learner-centered problem. □ Includes short-term, medium-term, and long-term data sources. □ Includes specific and measurable student learning goals. [Insert your plan to assess progress here] You’ll remember from our work in step 3 that we focused on identifying an area for focused improvement. We showed staff a very specific set of data, making a case for focusing in that area. We allowed staff to make sense of the data we shared and to ask questions about that data. That most important question, or priority question, was the question that the team was most committed to inquiring more deeply around and will be the launch point or our work in Step 4. We are building a “funnel” of sorts, narrowing our inquiry focus more and more as we move through each step of the process.

The Aim of Our Step 4 Work As is the case with every step of the DWIP, Step 4 has an ultimate outcome. The aim of our work in Step 4 is to find “an answer” to the priority question. The reason we emphasize that we are seeking “an answer” is because we know that a priority question may have many answers. The diversity of the answers may vary based on the team that is digging into the data. For example...if we look at the priority question on this slide: “How well prepared are our students to write effective argumentative essays?” If the grade 6 team used data to respond to this question, they might uncover something totally different than the 8th grade team finds when they did into data. As a result of Digging into Student Data, this team came up with the following Learner Centered Problem (or answer to the priority question): “Our students struggle to use Tier 2 Vocabulary accurately in their writing.” What are some other possible things that the team could have uncovered when they did a dig into multiple data sources? allow participants to share an example or examples then ask: What data sources might a team have taken a dig into to uncover that answer or Learner Centered problem? .

The Learner-Centered Problem (LCP) A learner-centered problem is: Directly linked to the priority question Based on multiple forms of evidence found when digging into data Within the school’s control A statement about student learning, not a question Specific and Small Just as there were criteria for the Priority question in the work we engaged in in step 3, there are also criteria for the learner centered problem. Click and read verbatim the criteria for a Learner Centered Problem found on the slide.

Narrowing the Scope of Inquiry Of all of these criteria, the most significant of these is bullet 2 : Based on multiple forms of evidence...This is where the importance of triangulation becomes central to our work. We started our work with in Step 3 with identifying a priority question. That question tells us what data we should examine more closely. That examination leads to deeper investigation. Usually into a single source of data that was part of the Data Overview or Data Story. We will find potential in that source of data but we want to be CERTAIN that what we find in that source of data is the REAL answer. To be sure we triangulate, or look at a few more other sources of data that can help us answer the question to see if we find the same things that we saw in the single source. If we find commonalities, great! But if we don’t we should keep look for new ways to confirm, refute or illuminate something new.

Why Triangulate Data Sources? Triangulation allows us to: Use findings from multiple data sources to confirm, refute, or illuminate what we learned through initial analysis Draw on different assessments or on assessments implemented at different intervals Creates space for use of Student Work as a key source of data We sometimes underestimate the power and importance of Triangulation as we analyze data for improvement. Triangulation is a key activity that allows us to: Use findings from multiple sources that will either confirm, dispute or illuminate what we found in a preliminary data set Look at a variety of assessments including short cycle assessments and Prompts us to examine student work as part of our analysis to inform our decision making Data Wise, p. 99

Assessments Shine the Way The use of a variety of assessments only strengthens the work that we do to enhance teaching and learning. While we do sometimes naturally place heavy emphasis on the assessment and the outcomes of those assessments themselves, the assessment is just a vehicle that we should be using to tell us more about how well students are attaining the Target Skills and knowledge that we hope they will as a result of our teaching. We do acknowledge that different forms of data or assessments tell us different things about learners (shine different degrees of light into the dark room that possesses the skills and knowledge that students gain) but it is the combination of these assessments that shine the brightest possible light on what students truly know and are able to do. When we become aware of the fact that students have a struggle with a specific set of knowledge or skills, we call this a learner centered problem.

Step 4: Dig into Student Data A source of data that we sometimes will overlook in our triangulation of data sources is Student Work. To Support you with a structured protocol to guide the work of looking at student work together we are going to share with you the “Looking at Student Work” Protocol

Protocol: Looking at Student Work Facilitators are asked to pre-identify multiple pieces of student work (that will help us get closer to an answer to the priority question) to examine with teams as a sample. We will review a sample piece of work together today and modify the protocol (times) to give you a feel for what engaging in the protocol feels like. We will be reducing the time in Step 1 of the protocol to 4 minutes, Step 2 to 4 minutes, Step 3 to 4 minutes and Step 4 to 5 minutes for a total of 17 minutes. (Allow the 17 minutes to elapse and lead in with the following) How did it feel to engage in this protocol with your peers? (supportive environment where you can get real time feedback and pushback from peers) What are some advantages to doing this?(Gets us all on the same page re: perspectives on what “good” really looks like) Disadvantages or potential challenges? ( Time may be a factor) Allow participants to share out. At the conclusion of this protocol you may be closer to uncovering a learner centered problem. You won’t necessarily have one because again we have not triangulated rather we have only looked at a single source of data, student work. Assuming though you have engaged in the triangulation process, let’s take a look at some potential/sample learner centered problems.

Learner-Centered Problem: Examples Here are some examples of potential learner centered problems that have emerged from triangulation or digging into multiple forms of student data. If the priority question is : How well do students understand the scientific method? Some potential learner centered problems are: (1) Students cannot articulate why the Scientific Method is important, (2) Most students can state all steps of the Scientific Method, but are unable to apply them to a specific problem, and/or (3) Students do not understand the role of hypotheses in the scientific method. Each of these was converged upon by examining multiple data sources and each of these fits the criteria for a Learner Centered problem. (provide participants a hard copy of this) Once a learner centered problem is identified, you are ready to move the work forward to take the journey into Step 5. We will begin the work of Step 5 in a future module. Before we leave the work of Step 4, let’s talk about some strategic steps that the team might make to help avoid potential challenges that you might face as you move through the process.

Step 4: Keys to Success Be sure that you have reviewed your Assessment inventory as a primary resource for identifying data sources Spend time needed to Build Assessment Literacy again as needed to ensure the team is well prepared to examine data closely The work of Data Wise is not easy. Though it may feel familiar, we want to work hard to engage with the process with fidelity. A part of this has been mentioned in past modules, being willing to reach back to work from previous steps to enhance the potential for success as the work moves forward. In Step 4, reaching back to the work of Steps 1 and 2 are key. The data inventory developed in Step 1 could be a valuable and powerful resource to teacher teams as they decide on the data they will dig into in step 4. Additionally, being willing to invest the time in the work of Step 2 : Build Assessment literacy will create a safe and welcoming space for teams to engage in the work of examination of student data together.

Plus /Delta Protocol What helped me to learn/interact with today’s meeting objectives? What changes are needed to help me to better learn/interact with future meeting objectives? Now that we are at the conclusion of our session, as always it is important for us to be reflective about successes in our professional learning experiences as well as opportunities for growth. Please share your pluses and deltas with us so that we can use them to improve our future work with you.