Data to collect and questions to ask to understand the meaning of the data.

Slides:



Advertisements
Similar presentations
Professional Learning Communities Connecting the Initiatives
Advertisements

SMART Goals for School, Teacher, and Student! Success
Data Based Decision Making
Curriculum & Instruction Webinar October 18, 2013.
The Finishing Pieces ACSD Summer Conference 2008 Karen Sullards Principal Bayou Meto Elem PCSSD.
What should be the basis of
1. What is it we want our students to learn?
Interactive Science Notebooks: Putting the Next Generation Practices into Action
Early Release Professional Development NC FALCON Module 3: Collecting and Documenting Evidence February 16, 2011 Kathy Walker.
Dr. Timothy Mitchell Rapid City Area Schools Leadership Rapid City-Session 5-Education
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
Advancing Assessment Literacy Data Informed Decision Making III: Creating Action Plans.
Measured Progress ©2011 ASDN Webinar Series Spring 2013 Session Four March 27, 2013 New Alaska State Standards for Math: Connecting Content with Classroom.
“Just can’t live that negative way… Make way for the positive day.” -Bob Marley Positive Vibration.
Building Leadership Teams Driving Continuous Improvement Throughout the School! Session #3 January 2012.
Glendale Elementary School District Professional Development August 15, 2012.
OSSE School Improvement Data Workshop Workshop #1 January 30, 2015 Office of the State Superintendent of Education.
District Results Module Preview This PowerPoint provides a sample of the District Results Module PowerPoint. The actual Overview PowerPoint is 59 slides.
2 The combination of three concepts constitutes the foundation for results: 1) meaningful teamwork; 2) clear, measurable goals; and 3) regular collection.
Write all group member names and numbers on ½ paper and bring to front table.
CHOLLA HIGH MAGNET SCHOOL Plc Workshop
Assess the effectiveness of strategies Analyze that evidence/data Identify the most powerful teaching strategies Identify and gather evidence/data of student.
Assessment Practices That Lead to Student Learning Core Academy, Summer 2012.
The Instructional Decision-Making Process 1 hour presentation.
Foundations of Assessment I Understanding the Assessment Process.
Calhoun ISD Facilitated School Improvement Planning October 1, 2012 Beth Brophy and Mitch Fowler DO Implement Plan Monitor Plan Evaluate Plan.
Why must we do Data Teams? We know the implementation of DT benefit STUDENTS -helps teachers identify exceeding/proficient students and plan for targeted.
The Power of Professional Learning Communities at Work 2009 Hanover County Public Schools Leadership Conference.
What are Instructional Data Teams?  a small grade-level, department, course-alike, or organizational team (joined together through the use of a common.
March Madness Professional Development Goals/Data Workshop.
Becky Martin Continuous Improvement Facilitator Paul Hayes Secondary Student Services Facilitator 17th National Quality Education Conference October 2009.
The PLC Team Learning Process Review Step One: Identify essential (key) learning standards that all students must learn in each content area during each.
When dealing with colleagues in PLC’s…. Welcome Professional Learning Communities Presenters: Pam Hughes & Kristin Magee
Tier III Implementation. Define the Problem  In general - Identify initial concern General description of problem Prioritize and select target behavior.
PLCS & THE CONNECTION TO RESPONSE TO INTERVENTION Essentials for Administrators Sept. 27, 2012.
PLC Team Leader Meeting
Candidate Assessment of Performance Conducting Observations and Providing Meaningful Feedback Workshop for Program Supervisors and Supervising Practitioners.
Professional Learning Resources Download presentations and resources from today’s sessions!  Go to BISD homepage  Departments  Professional Learning.
Depth of Knowledge. Let’s review... 1.Students perform simple procedures like copying, calculating, and remembering. They either know an answer or they.
MWSD. Differentiated Supervision Mode (DSM)  Reference Pages in Plan Book 8-16 Description of Differentiated Mode Relevant Appendices 34 Teacher.
A HANDBOOK FOR PROFESSIONAL LEARNING COMMUNITIES AT WORK CHAPTERS 1-3 Learning by Doing.
Teaching is Contagious
GSS as a Professional Learning Community. What do we already know about PLC’s?
PLMLC Leadership Series Thunder Bay Region Day 1 Brian Harrison, YRDSB Connie Quadrini, YCDSB Thursday February 3 rd, 2011.
Response to Intervention Problem Solving Process –Florida’s Model Evaluate Did the plan work? Problem Analysis Why is it occurring?
What is Assessment? “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” Robert Stake It is important to.
+ Literature Review: Domain B Authors: Nancy Safer & Steve Fleischman Title: How Schools Improve, “Research Matters / How Student Progress Monitoring Improves.
Continuous School Improvement Planning, Session 2 Professional Development Services Curriculum, Instruction, and Assessment.
PLCs in Mount Airy City Schools Purpose of PLCs Collaborative meetings of educators in which data-driven decisions are made to improve teacher’s instruction.
Learning AP ILD November 8, 2012 Planning and Monitoring for Learning.
Using Data to Implement RtI Colleen Anderson & Michelle Hosp Iowa Department of Education.
ABC School Data Wall Our priorities for District Goals – 1) Ensure individual students continuously exhibit academic and personal.
Using Student Assessment Data in Your Teacher Observation and Feedback Process Renee Ringold & Eileen Weber Minnesota Assessment Conference August 5, 2015.
WORKING WITH THE END IN MIND IN THE PLC CONTEXT Gil Abisdris, P.A. & MESAs Consultant Lina Zielinski, Evaluation Consultant.
Welcome TDEC Professional Learning December 22,
BENCHMARK #3 “ASKING THE RIGHT QUESTIONS TO GUIDE THE RIGHT WORK” PLC YEAR 2 DAY 2 INQUIRY CYCLE.
Instruction & Learning Plan PROFESSIONAL LEARNING COMMUNITIES PROFESSIONAL LEARNING COMMUNITIES: INSTRUCTION & ASSESSMENT PLAN PROFESSIONAL DEVELOPMENT.
Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.
Instructional Leadership Supporting Common Assessments.
PLCs Professional Learning Communities Staff PD. Professional Learning Committees The purpose of our PLCs includes but is not limited to: teacher collaborationNOT-
BENCHMARK #3 “ASKING THE RIGHT QUESTIONS TO GUIDE THE RIGHT WORK” PLC YEAR 2 DAY 2 INQUIRY CYCLE.
PLC Leadership Academy Session 2: February 16, 2016 Jeremy Koselak Secondary RtI Coordinator.
PLC Year 2 Day 2 Inquiry Cycle
Step 0: Common Assessments
New Goal Clarity Coach Training October 27, 2017
Action Research Dr. S K Biswas.
Specialist Workshop II Data Driven Decision Making
Student Centered Coaching Benchmark 2.1.E
Instructional Plan and Presentation Cindy Douglas Cur/516: Curriculum Theory and Instructional Design November 7, 2016 Professor Gary Weiss.
Presentation transcript:

Data to collect and questions to ask to understand the meaning of the data

 “To improve instruction, schools should use data to set goals for the instructional improvement, make changes designed to immediately and directly affect instruction, and continuously reassess student learning and Instructional practices.” Taken from “Doing what works, Research-Based educational practices online”.

 High performing schools assess the impact of its efforts and decisions on the basis of tangible results.  Goal = Student Learning  Conversations are structured around evidence of learning gathered within the school rather than SOLEY on external tests.  The use of common formative assessments help build their collective capacity to meet the needs of all students.

“ Teacher-developed common formative assessments are one of the most powerful vehicles a school can use to advance on the PLC journey.” DuFour, DuFour, Eaker, and Karhanek. (2010). Raising the bar and closing the gap. p. 185.

 What do we want all student to learn and demonstrate?  How will we know they are learning?  What will we do when students do not learn?  What will we do when students already know?

 The goal provides a specific target to reach and helps you align the strategies within the cycle  Your SMART Goal should be focused on student learning related to the Iowa Core/Grade Level Benchmarks

 The data source will help you know whether you met your goal. Make sure you know the frequency of data available and consider other sources for additional information.  Ask Yourself: What is your primary data source? Are there additional sources? How frequently is the data updated?  Brainstorm at your table – what are some possible data sources you might collect as a PLC?

 What questions do you have about the data?  What trends are you seeing?  Based on your knowledge of the data and the students, do you have insight about what the data is saying?  Are there concerns with data sources, frequency of collection?  Are we teaching this standard/GLB?  Are some classes outperforming others?  Use the data analysis questions as a structure

 Why are the trends occurring?  What is the root cause?  What is the underlying issue?  Do not spend too much time on outside influences – focus on what we can control – CIA  Is it the Curriculum – does the resource align to the Core/GLB’s? Is it our instruction? Do our assessment measure accurately what we are teaching?

 What strategic actions will address the root cause identified in your conclusion?  What are some possible action steps you can take now?  Which step will have the greatest impact?  Will you observe a PLC member to see a technique being implemented?  Will you all try a specific technique and then come back with evidence or student work samples?  Will you analyze student work to identify root cause before you change any technique?

 How effective is the strategic action?  This is a quick way of checking student progress – are they on track?  Will you reassess formally?  What evidence/product will you bring back to the PLC? (exit ticket?)

 Data wall you choose needs to help you organize and display the data in a way that helps you have discussions and make decisions.  No right or wrong way to display data  Should be displayed visually, not just have conversation – more meaningful  Need to look at formative data rather than summative (leading indicators [collected frequently] rather than lagging indicators [standardized tests given 1/x year])

 How do you currently engage students with their data?  Do they track their own progress?  How do you use the assessment information as a way to engage and motivate?  Share out at your table – both how you collect and organize your data and how you involve students.

 Choose an anchor standard (ELI and Math) or a common skill shared across courses.  Writing, problem solving, loco-motor skills, lab reports, etc.  How well are students performing on that skill?  If you have a teaching partner (shared course) maybe you have a SMART Goal for that course aligned to the shared skill?  Other ideas?

 Group Questions - each person in your group choose 1 of these questions: What processes did they use that made their time effective?Group Questions  How did the group analyze the data that will help them make sound instructional decisions that will impact student learning?  What might they do, if anything, to make their data analysis more effective?  What feedback would you give to this group if you had been watching them?  ALL answer these questions How does YOUR PLC's data analysis look compared to this group's discussion?  How can/are you using your data wall/collection system to make an impact on instruction and student learning?

 This is one tool to use to develop conversations around the data.  Thinking about the data you collect, discuss the utility of this tool for you as a Facilitator.  Continue the discussion at your Building Facilitator Meeting next week.

 What is one thing you learned that was helpful to you?  What is one thing you already do or will do during PLC time to analyze data?  What support does your PLC need from Admin to better use data to drive your instruction?