1. Driving Instruction through the use of quality data and collaborative decision making.

2. Attributes

3.  Mutual Cooperation  Common understanding  Shared accountability  Effective professional growth  Reflective about practice  Analyze data about Student Achievement  Assimilate creative ideas of the group  PLC Washington Training

4.  Professional Learning Groups  Collaborative Learning Communities  Critical Friends  Communities of Practice  Lesson Study  Action Research

5. Attributes Group Processes

6.  Examples  Definition: Protocols are vehicles for building the skills and culture necessary for collaborative work. Thus using protocols often allows groups to build trust by actually substantive work together  Agreed upon guidelines for conversation.

7. Attributes Group Processes Individual Responsibilities

8.  Data Quality: ◦ Accuracy ◦ Completeness ◦ Consistency ◦ Valid ◦ Timely  Reflective Practice/Professional Responsibility ◦ Professional discourse ◦ Applied to planning ◦ Used to make instructional decisions ◦ Evaluated and adjusted to improve student success  PLC Washington training  OSPI Data Coaching training

9.  Norms  Trust is essential for cooperation. People will cooperate if they trust each other. The four qualities of relational trust are as follows: ◦ Competence—faith in one’s own abilities and the abilities of others ◦ Respect—a genuine interest in other people’s points of view ◦ Integrity—we do what we say and say what we do ◦ Personal regard—kindness, care, and empathy

11.  Phase 1: Jigsaw the article ◦ Number off 1 through 5  1: Beginning through Perceptions Data  2: Student Learning through School Processes  3: A Snapshot of the Measures through Intersection of Two Measures  4: Intersection of Three Measures through Intersection of Four Measures  5: Focusing the Data through Summary  Everyone: Diagram of Multiple Measures of Data ◦ Read your section of the article, noting important information to teach others ◦ Teach others your section and learn other sections

12.  Phase 2: Text Rendering ◦ Now that you have all learned the information from the article through the use of the jigsaw procedure … ◦ Use the procedures described in the Text Rendering Experience protocol  Round 1: sentence  Round 2: phrase  Round 3: word ◦ Be prepared to share your group’s word!

13.  Phase 3: Types of Education Data  In your table groups, please go through the four domains of data  List types of education data from the various domains you regularly use in providing services to schools, districts and/or in other settings

14.  What data allows us to predict the actions/processes/programs that best meet the learning needs of all students?

15.  Evaluate methods of data collection  Scoring accuracy and consistency  Data Display  Quality of data entry ◦ Who and how

16. Cycle of Inquiry

17. Getting Started PREPARE INQUIREINQUIRE ACTACT ASSESSASSESS

18.  Organize for collaborative work  Overarching question  Take stock  Reflect on what we have learned about using data to improve instruction/practice  Identify teams  Identify norms  Identify data needed  Build on data literacy

19.  Predictions take place before you see the data. During this time, you activate prior knowledge, surface assumptions, and make predictions, thus creating readiness to examine and discuss the data. Honor all assumptions and ideas as “building blocks for new learning.”

20.  Individually… ◦ Record some predictions for each category of data  Thought starter examples… ◦ I assume… ◦ I predict… ◦ I wonder…

21.  What data is needed ◦ Organize data ◦ Review data  Create data overview  Utilize data protocol(s)  Dig into the data  What additional questions are there  Where do we find the answers to our questions

22.  What is the data telling us  Writing problem statements  Reasons and analysis  Test potential cause ◦ Identify learner centered problem ◦ Identify problem of practice  Examine instruction

23.  What is the desired outcome  Create measureable statements  Potential strategies ◦ Feasibility ◦ Logic ◦ Action plan ◦ Implementation and monitoring plan

24. Assess Debrief Evaluation report Adjust Cycle of inquiry Next steps Follow up

25.  Pencil activity…

26.  Remember… Just the facts!!!  Starter examples… ◦ I observe… ◦ Some trends or patterns that I notice… ◦ I can count… ◦ I’m surprised that I see… Becaus e It seems Therefor e Howev er

27.  Clarifying Questions are simple questions of fact to clarify a dilemma  Probing Questions are intended to help the district think more deeply about the issue at hand

28.  Are general and widely useful  Don’t place blame on anyone  Allow for multiple responses  Help create a paradigm shift  Move thinking from reaction to reflection  Empower the person with the dilemma to solve his or her own problem (rather than deferring to someone with greater or different expertise)  Avoid yes/no responses  Are usually brief  Elicit a slow response

29. The interactive fishbowl… an adaptation

31.  NorthEast Washington ESD 101 Data Coaches  NorthEast Washington Information Service Center:“My School Data” Warehouse ◦ http://www.nsrfharmony.org/ http://www.nsrfharmony.org/ ◦ http://www.plcwashington.org/site/default.aspx?Pa geID=1 http://www.plcwashington.org/site/default.aspx?Pa geID=1 ◦ http://edglossary.org/professional-learning- community/ http://edglossary.org/professional-learning- community/