DATA COACHES INGHAM INTERMEDIATE SCHOOL DISTRICT OCTOBER 16, 2014

October I Can Statements I can develop cultures of collaborative inquiry I can keep digressions to a minimum using the skills from GDNW I can provide specific actionable feedback I can use specific tools when talking about data I can create data displays that clarify and communicate complex or abstract information I can find the school/district improvement plan within ASSIST as part of the problem solving process

Clarifications Anxiety Producing Wishes  Completed Report Index (Nate gave to us orally, but could he write it down?) (Haslett)  I can access data from appropriate data warehouses (EL)  In-district work sessions (EL)  What is data coach role/responsibilities (Leslie/Webberville)  How to use specific Tools to talk about data? (Leslie/Webberville)  I can keep digressions to a min. using the strategies from GDNW  I can discuss my districts’ comprehensive assessment which includes process data (Mason)  How to bring comprehensive assessment system together (Okemos)  GDNW (Okemos)  Data Displays (Okemos)  Action Plan Format (Okemos)  Predictions vs Assumptions (Okemos)  Qualitative vs Quantitative (Okemos)  Dialogue, Discussion, Decision Making format (Okemos)  Triangulate data sources (Okemos)  Application of knowledge and skills learned  Define responsibilities of Data Coaches (EL)  Process Tools (this is a goal for us) (Haslett)  Anything dealing with ASSIST brings anxiety (Leslie & Okemos)  In-district work session (Mason)  I can find the district improvement plan within ASSIST as part of the problem solving process. (Mason)  Create data displays (EL)  Triangulate necessary data sources (EL)  Provide actionable feedback for buy in from staff (communication Plan) (EL)  Simplify how to pull reports from IE (EL)  Extended Activities (“if your district has an assessment calendar…”)  I can develop cultures of collaborative inquiry. (Mason)  I can provide specific actionable feedback (Mason)  Illuminate Education training District Name: Compiling of District Data

Digression Management High Performing Groups: Prioritize tasks Time coded public agendas Self-monitor Pay attention to themselves and others to gauge whether their contributions add to or detract from the group’s focus Develop shorthand language Birdwalk Alert

Illuminate Education Quick Report Guide

Technical Vocabulary What do we need to know?

Creating Data Displays Data Displays help us analyze and communicate data Considerations: What question are you trying to answer? What type of data are you trying to display? How is your audience used to seeing data of the same type? Does the display/graphic accurately represent the data?

Finding just the right fit Poor fitting data displays can cause problems Miscommunication Inaccurate analysis and interpretation Poor decision-making Damages your credibility Many others you can’t anticipate

Example 1: It Just doesn’t add up

Example 2: Scale Matters

Example 3: But it looks so pretty

Example 4: Getting in your own way

Six Common Errors In Displaying Data 1.The display does not illustrate relationships within the data. Example:

Six Common Errors In Displaying Data 2. The display range visually skews the values:

Six Common Errors In Displaying Data 3. The display uses colors with no or low contrast.

Six Common Errors In Displaying Data The display attempts to squeeze too much information into one chart or graph:

Six Common Errors In Displaying Data 5. The display labels are difficult to read:

Six Common Errors In Displaying Data 6. The display uses graphic effects without purpose:

Time to Give it a try 1.You will examine a contrived dataset 2.Determine the type of data you are working with 3.Determine what aspect of the data you would like to analyze and/or communicate 4.Create a graph that is appropriately fit to the data You will need the Data Coach sample dataset

Points to keep in mind Actually constructing a graph is a secondary skill for today The primary goal of this activity is to match a dataset to a method of display that accurately represents the data This is not supposed to be a deep lesson in Excel It is easier to learn what buttons to push than it is to learn how to accurately analyze and evaluate a dataset – YES, even for those of you that don’t consider yourself “tech savvy.”

Team Time  Comprehensive Assessment System  Roles and Responsibilities  Assessment Schedule

Seven Qualities of High Performing Groups 1)Maintain a clear focus. 2)Embrace a spirit of inquiry. 3)Put data at the center. 4)Honor commitment to learners and learning 5)Cultivate relational trust. 6)Seek equity. 7)Assume Collective responsibility

Scaled Group Inventory & Self -Assessment Inventory High Performing Groups: Draw on internal and external sources of feedback to monitor and modify their performance. Use feedback to establish parameters, such as learning standards Use feedback to increase desired behaviors so that they spread though out the system Purpose: Maintain and a groups’s present feedback practices Self-assessment questions that stimulate deep reflection about personal choices and behaviors Help groups and group members understand who they are in light of who they want to be

District Improvement Plan Review  Please review your district improvement goals for  Record on the plan:  the data sets needed to monitor the impact of the goals  any clarifications or questions which need to be addressed by the District Leadership Team

CONTINUOUS IMPROVEMENT PROCESS

MDE PROGRAM EVALUATION

WE’VE GOT THIS FOR !!!  Evidence of impact on student achievement  Research-based strategies  Process data to measure our systems  Infrastructures to monitor and evaluate implementation and impact

LEADERSHIP COMPETENCY ORGANIZATION TRAINING COACHING SELECTION PERFORMANCE ASSESSMENT TECHNICAL ADAPTIVE DATA-DRIVEN DECISION MAKING LEADERSHIP SUPPORT SYSTEM SUPPORT MDE PROGRAM EVALUATION What is/was the readiness for implementing the program/ initiative/strategy or activity? Do/did the participants have the knowledge and skills to implement the program? What is/was the program’s impact on students? Is/was the program implemented as intended? Is/was there opportunity for high quality implementation?

WHAT TO EVALUATE? District/Schools are the required to select one of the following that would have the greatest impact on student achievement and close the achievement gaps Strategy/reform strategy (ex. Teachers Learning Together [Actionable Feedback], EWS Driven Dropout Prevention Plan, Cross-Curricular Implementation of Instructional Routine) Program (ex. Reading Street, Envision, Read 180, Six Minute Solution, CHAMPS) Initiative (ex. MTSS, Reading Apprenticeship, STEM, UDL, Blended Learning, PBIS)

December In-District Work Day

Thank you! PLEASE CONTACT US IF YOU HAVE QUESTIONS OR NEED ASSISTANCE: Mary Jo Wegenke MTSS Coordinator Nate Stevenson Data Systems & Support Coach Kelly Trout Data, Systems & Analysis Specialist Brian Lloyd School Psychologist/MTSS Implementer