August 23, 2011

Use the “Key Drivers” as a Framework for Inquiry for Continuous Improvement Assessment Common Core alignment Assessment Literacy Analysis Examples of the Inquiry Cycle Formulating a problem statement Setting goals Action Employing research based strategies to improve teaching and learning Reflecting on outcomes for students Culture Protocols Awareness of cultural competence Building and sustaining a collaborative culture review

CultureAssessment AnalysisAction Key Drivers

… and other useful data

PRINCIPLES FOR EFFECTIVE ASSESSMENTS: COMMON INTERIM: At least quarterly Common across all teachers of the same grade level DEFINE THE STANDARDS—ALIGNED TO: To state test (format, content, & length) To instructional sequence (curriculum) To college-ready expectations ASSESSMENTS:

PRINICIPLES FOR EFFECTIVE ASSESSMENTS: REASSESSES: Standards that appear on the first interim assessment appear again on subsequent interim assessments WRONG ANSWERS: Illuminate misunderstanding TRANSPARENT: Teachers see the assessments in advance ASSESSMENTS:

Scattered staff development programs Focused staff development programs as an improvement strategy to address documented problems/needs

Budgetary decisions based on prior practice, priority programs Budget allocations to programs based on data-informed needs

Staff assignments based on interest and availability Staff assignments based on skills needed as indicated by the data

Reports to the community about school events Organized factual reports to the community about the learning progress of students

Goal setting by board members, administrators, or teachers based on votes, favorite initiatives, or fads Goal setting based on data about problems and possible explanations

Staff meetings that focus on operations and the dissemination of information Staff meetings that focus on strategies and issues raised by the local school’s data

Parent communication via twice-a- year conferences at elementary “open houses” and newsletters Regular parent communication regarding the progress of their children

Grading systems based on each teacher’s criteria of completed work and participation Grading systems based on common student-performance criteria that report progress on the standards as well as work skills

Summative District or State Assessments Other Data

… alone or with some friends

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Anne Lieberman Dan Lorti Robert Marzano Milbrey McLaughlin Jay McTighe Fred Newmann Allan Odden Doug Reeves Mike Schmoker Deborah Shifter Dennis Sparks James Stigler Gary Wehlage Grant Wiggins and more… Deborah Ball Roland Barth Carol Belcher Louis Castenell Jim Collins Tom Corcoran Linda Darling-Hammond Lisa Delpit Rick DuFour Karen Eastwood Richard Elmore Susan Fuhrman Carl Glickman Asa Hilliard

Using your own professional experience, and/or what you have heard from us, sketch out a draft of an inquiry cycle. Include at least three necessary elements. (2 minutes) Share with your table. What do you all have in common? (5 minutes)

IMMEDIATE: Ideal 48 hrs, max 1 wk turnaround BOTTOM LINE: Includes analysis at question level, standards level and overall—how well did the students do as a whole TEST-IN-HAND analysis: Teacher & instructional leader together TEACHER-OWNED analysis DEEP: Moves beyond “what” to “why” ANALYSIS:

Results Now The 30 Minute Team Meeting A protocol for organizing teams of teachers to participate in the data inquiry cycle to make meaningful improvements in teaching and learning.

IDENTIFY ROLES: Timer, facilitator, recorder (2 min) IDENTIFY OBJECTIVE to focus on (2 min or given) WHAT WORKED SO FAR (5 min) [Or: What teaching strategies did you try so far] CHIEF CHALLENGES (5 min) BRAINSTORM proposed solutions (10 min) [See protocol on next page] REFLECTION: Feasibility of each idea (5 min) CONSENSUS around best actions (15 min) [See protocol on next page] PUT IN CALENDAR: When will the tasks happen? When will the teaching happen? (10 min) 50 MIN TOTAL

PROTOCOL FOR BRAINSTORMING: Go in order around the circle: each person has 30 seconds to share a proposal. If you don’t have an idea, say “Pass.” No judgments should be made; if you like the idea, when it’s your turn simply say, “I would like to add to that idea by…” Even if 4-5 people pass in a row, keep going for the full brainstorming time.

PROTOCOL FOR REFLECTION: 1 minute—Silent personal/individual reflection on the list: what is doable and what isn’t for each person. Go in order around the circle once: depending on size of group each person has seconds to share their reflections. If a person doesn’t have a thought to share, say “Pass” and come back to that person later. No judgments should be made.

PROTOCOL FOR CONSENSUS/ACTION PLAN: ID key actions from brainstorming that everyone will agree to implement Make actions as specific as possible within the limited time ID key student/teacher guides or tasks needed to be done to be ready to teach—ID who will do each task Spend remaining time developing concrete elements of lesson plan: Do Now’s Teacher guides (e.g., what questions to ask the students or how to structure the activity) Student guides HW, etc. NOTE: At least one person (if not two) should be recording everything electronically to send to the whole group

Let the data do the talking Let the teacher do the talking (or get them to!) Always go back to the test and back to specific questions Don’t fight the battles on ideological lines (you’re going to lose) There’s a difference between the first assessment and the third You’ve got to know the data yourself to have an effective meeting Make sure it’s connected to a concrete plan that you can verify TIPS FOR EFFECTIVE ANALYSIS MEETINGS:

Make data part of an ongoing cycle of instructional improvement Teach students to examine their own data and set learning goals Establish a clear vision for school wide data use Provide supports that foster a data-driven culture within the school Develop and maintain a district wide data system

By Eon Verrall

Phase I What is it that these students can’t do but need to be able to do? And how do we know that? Phase II What are we going to do to ensure they learn it, and how are we going to prove that it worked? Phase III What are the best next steps to make sure that our school continues to improve, and how will we prove that our next steps are working?

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.

Adapted from Wellman, B., & Lipton, L., Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. I predict… I assume… I wonder… I’m expecting to see…

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Adapted from Wellman, B., & Lipton, L., Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. BECAUSE

Made by the five senses Are quantitative and qualitative Contain no explanations A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.

I notice that… I see that… I am struck by…. I am surprised that…

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Adapted from Wellman, B., & Lipton, L., Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.

What are some inferences we are drawing about these data? What are some implications to consider as we prepare to look at student-learning and other data about our school? What questions do we have now? A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.

A possible explanation is… That may be because… A question I have now is…

_________ % of students tested at _________ School passed the _____________ exam. A performance gap of ______ percentage points was noted between __________ students and ____________ students. A weak strand is ________________, particularly in ________________________________.

Possible categories to consider… Curriculum Instruction Assessment Equity Critical Supports

You believe you have control to change Has the greatest impact on student learning Eager to investigate through research and local data $ Have time and resources to address

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Adapted from Paul G. Preuss, Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems Larchmont, NY. Eye on Education. Used with permission.

Analyze Data…  Investigate root causes of all skill gaps  Use research based instructional strategies to address the weakness at the skill level  Continually evaluate the success of the strategies used

… how to get from here to there

PLAN new lessons based on data analysis ACTION PLAN: Implement what you plan (dates, times, standards & specific strategies) LESSON PLANS: Observe changes in lesson plans ACCOUNTABILITY: Observe changes classroom observations, in-class assessments ENGAGED STUDENTS: Know end goal, how they did, and what actions they’re taking to improve ACTION:

Collect and analyze a variety of types of school data Develop or adapt common assessment instruments Commit to norms of collaboration and to examining data from an equity perspective Identify student-learning problems, verify causes, generate solutions, and monitor results Consult research to investigate problems, causes, and best practice Develop data-supported action plans Communicate with staff and key stakeholders about findings and plans

Oversee the implementation of plans and/or implementing instructional improvement in their own classroom Share successes and challenges from their own classrooms Engage a broader group of stakeholders to gain their input, involvement, and commitment Coordinate with other school or district initiatives and leaders Develop their data literacy and collaborative inquiry knowledge and skills; content knowledge, generic pedagogical knowledge, and pedagogical content knowledge; cultural proficiency; and leadership and facilitation skills

Some tasks for teacher “Data Teams” that are possible in a short time period. Set a short term goal based on instructional data. Agree on a common assessments to monitor student progress towards the short term goal. Monitor assessments and improve instruction. Create or evaluate Common Core lessons.

Sspecific Mmeasurable Aattainable Rresults based Ttime bound

Specific: The goal identifies what will happen and with whom. Measurable: The goal includes clear indicators of success. Attainable: The goal can be accomplished with the strengths, abilities, and resources available. Relevant: There is a documented need for the goal and it is something you want to do. Time-Bound: The goal includes the time frame for when it will be met.

Area to improve : specific and measurable Amount to Improve : attainable results Target Date : time-bound

Learner-Centered Problem A statement of the skills or knowledge that students lack. Problem of Practice A statement of the instructional challenge(s) related to the learner-centered problem.

Possible categories to consider… Curriculum Instruction Assessment Equity Critical Supports

… what it really takes

VISION: Established by leaders and repeated relentlessly TRAINED LEADERSHIP TEAM: “real” leaders and formal leaders involved in process CALENDAR: Calendar in advance with built-in time for assessments, analysis & action PROFESSIONAL DEVELOPMENT: Aligned DATA-DRIVEN CULTURE:

CHANGE IS… A PROCESS, not an event; made by INDIVIDUALS first, then institutions; a highly PERSONAL experience. Change entails DEVELOPMENTAL growth in feelings and skills. INTERVENTION must be related to… the PEOPLE first, the INNOVATION second. Gene E. Hall & Shirley M. Hord, Implementing Change: Patterns, Principles, and Potholes (2nd ed.) Boston: Allyn and Bacon. Used with permission. TS 2

Even in the most well behaved group, it can still be difficult to talk data….

Don’t use data to punish (administrators, teachers, students, schools). Don’t use data to blame students or their circumstances. Don’t jump to conclusions without ample data. Don’t use data as an excuse for quick fixes. Focus on improving instruction!

1. Pausing 2. Paraphrasing 3. Probing for Specificity 4. Putting ideas on the table and pulling them off 5. Paying attention to self and others 6. Presuming positive intentions 7. Pursuing a balance between advocacy and inquiry

Stay engaged: Staying engaged means “remaining morally, emotionally, intellectually, and socially involved in the dialogue” Experience discomfort: This norm acknowledges that discomfort is inevitable, especially in dialogue about race, and that participants make a commitment to bring issues into the open. It is not talking about these issues that creates divisiveness. The divisiveness already exists in the society and in our schools. It is through dialogue, even when uncomfortable, that healing and change begin. Speak your truth: This means being open about thoughts and feelings and not just saying what you think others want to hear. Expect and accept nonclosure: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, especially in relation to racial understanding, which requires ongoing dialogue. A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

A protocol is a tool that facilitates a complicated discussion in an efficient manner. (Beth Dryer)

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Significant improvement in student learning and closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time—two to five years.

Narrowing the gaps between the highest- and lowest- performing students; and Eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories…” “Equity is not a guarantee that all students will succeed. Rather, it assures that all students will have the opportunity and support to succeed. In an equitable system, the barriers that inhibit student progress are removed.” A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Source: Singleton & Linton, Courageous Conversations About Race. 2006, pp. 46–47. Thousand Oaks, CA: Corwin. Reprinted with permission.

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Honoring the differences among cultures, viewing diversity as a benefit, and interacting knowledgeably and respectfully among a variety of cultural groups.

Adapted from Randall B. Lindsey, Kikanza Nuri Robins, & Raymond D. Terrell. Cultural Proficiency: A Manual for School Leaders, 2003, p. 85. Thousand Oaks, CA: Corwin. Used with permission. TS 1

… now the fun begins

Inquiry Team Members Data Coaches Instructional Specialists Teachers Students

Protocols Agendas Scheduling

State Local Interim

Goals Implementation Steps Timelines

APPR Internal Sharing External Sharing

Collect baseline data (Implementation Rubric for Data Driven Instruction and Assessment) Practice Inquiry Cycle Formulate a student learning problem statement Develop a related SMART goal