1. S 6.1 Dialogue Versus Discussion (H2.1) GOOD MORNING!!! As you get settled, read the handout and respond to the 3 “Questions for Discussion” A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

2. A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. S 6.2 LEAD DATA TEAM Welcome Big 5 Department Leaders! CVR: Mary Sauvé, Mélanie Primeau, Lisa Evans, Keith Webster, Sasha Guekjian (Christine Lauziere) HSB: Carolina Moriello, Claude Anne Poirier, Paula Monette, Amanda Kiley (Karolina Jadah), Heather Monette

3. S 6.3 Agenda Data Teams Meeting #3: March 18 th, 2016 8:30 am to 12:30 pm NFSB Computer Lab 8:30 to 9:15Dialogue VS Discussion: Two Ways of Talking 9:15 to 9:30Welcome and agenda for the day 9:30 to 10:15Roundtable (how are PLCs and Data Teams progressing in your school?) 10:15 to 10:30Low-Capacity and High-Capacity Data Use (Questions for discussion) 10:30 to 11:00Groundwork for item-analysis 11:00 to 11:20Health Break 11:20 to 12:10 Item Analysis using student results 12:10 to 1:00Lunch Break! 12:30 to 2:30Item deconstruction (1 or 2 questions)* 2:30 to 3:00LDT and CFAs A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

4. S 6.4 Objectives of PDIG: To use data more effectively to influence instruction. To build leadership and capacity to bridge gap from data to results. To enhance collaboration amongst teachers/departments/schools to improve teaching and learning. A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

5. S 6.5 “In times of drastic change, it is the learners who inherit the future. The “learned” usually find themselves beautifully equipped to live in a world that no longer exists.” Eric Hoffer, 1972 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

6. S 6.6 Low-Capacity Versus High-Capacity Data Use See handout H5.6 and respond to “Questions for Discussion” A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

7. S 6.7 USING DATA: To identify student learning problems To identify possible solutions A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

8. S 6.8 Boudett Parker, K., E. A. City, et al. Eds. (2005). Data Wise: A step-by-step guide to using assessment. Results to improve teaching and learning. Cambridge, MA, Harvard Education Press.

9. S 6.9 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Data-Driven Dialogue Detail Adapted from Wellman, B., & Lipton, L., 2004. Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry. Sherman, CT: MiraVia, LLC. Used with permission.

10. S 6.10 Setting the rules… Data Principles and Safety Regulations (H5.7) Ground Rules for Looking at Student Work (H10.1) A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

11. S 6.11 Common Goal: Student success regardless of subject A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

12. S 6.12 A thorough analysis could take weeks  limit analysis. Focus on overall purpose: What are the specific skills, knowledge and concepts with the content area that are most in need of improvement? Zoom in on items related to content strands in which students performed the most poorly and deconstruct only those items highlighted red or urgent. A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

13. S 6.13 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

14. S 6.14 Using Student Samples and DBMS 1.a) Divide exams into three piles (green, yellow and red) b) Go visual with your observations 2. a)Using the DBMS, review the sections of the exam, keeping Stoplight Highlight in mind… b) Go Visual with your observations 3. a) Zoom in on one or two items where students performed the most poorly and deconstruct those items highlighted red or urgent (Task deconstruction H9.4 and H9.5) b) Fill in the Task Deconstruction Table 4.Using the “Possible Questions for Discussion While looking at Data” handout,what is each item potentially reflecting? A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

15. S 6.15 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

16. S 6.16 A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved. Meaningful Differences Guide

17. S 6.17 LDT and CFAs A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2007 by Corwin Press. All rights reserved.

18. S 6.18 Data Teams and Structure PLCs A PLC is: PROFESSIONAL? “Every teacher is a leader; Every leader is a teacher.” LEARNING? In a PLC School, learning applies as much to teachers, administrators, and parents as to students. Focus on instruction, curriculum and assessment. COMMUNITY? Support Cooperation vs. competition Focus intensely on the mission, vision, goals, and values. Improvement of the whole vs. striving to get ahead individually.