1. Welcome to the (ENTER YOUR SYSTEM/SCHOOL NAME) Data Dig 1

2. Purpose and Goals (ENTER YOUR SYSTEM/SCHOOL DATA DIG PURPOSE AND GOALS) Setting the Standard for Service 2

3. Agenda (ENTER YOUR SYSTEM/SCHOOL DATA DIG AGENDA) Setting the Standard for Service 3

4. Norms Participate in a positive manner Honor time Stay focused with results in mind Listen respectfully with possibility Maintain confidentiality and be trustworthy Give and be open to honest feedback Setting the Standard for Service 4

5. Continuous Improvement Model 5 Analyze the Data using Bernhardt Framework Set Priorities Based on Analysis of Quantitative and Qualitative Data Clarify the Problem – Root Cause Analysis Identify SMART Goals Select High-Impact, Research-Based Strategies Implement the RESA Action Plan Assess Results using Guskey Framework Revise the RESA Action Plan

6. Plan Analyze data using Bernhardt’s framework for data collection: demographic, perception, student learning and process Triangulate data through the use of multiple data sources from multiple perspectives Identify critical areas of need based on data Setting the Standard for Service 6

7. Plan Write a problem statement or question based on the identified need Use quality tools (fishbone, 5 whys, affinity diagram) to determine root causes of the problem statement Develop improvement plans Setting the Standard for Service 7

8. Improvement Plan Components SMART goals Current performance data Strategies for achieving goal(s) Strategy implementation timeline including staff responsible for implementation Evidence of implementation Timeline for monitoring Professional learning required Resources needed Evidence of impact Setting the Standard for Service 8

9. Do Implement the improvement plan Follow up and through by staff with assigned responsibilities Conduct professional learning Provide resources needed for implementation Collect evidence of implementation Setting the Standard for Service 9

10. Evidence of Implementation Evidence of implementation is collected using multiple data sources (demographic, perception, student learning and process) and Guskey’s evaluation model: Level 1: Participants’ reactions Level 2: Participants’ learning Level 3: Organization support and change Level 4: Participants’ use of new knowledge and skills Level 5: Student learning outcomes Setting the Standard for Service 10

11. Check Monitor the improvement plan regularly Assess data to determine the quality of implementation Setting the Standard for Service 11

12. Act Revise the improvement plan based on evidence Were goals achieved? Did student learning improve? Was there a change in teacher practice? Setting the Standard for Service 12

13. Steps in the Data Dig Process Analyze student learning data Analyze demographic, perception and process data Analyze root cause(s) Setting the Standard for Service 13

14. Analyze Student Learning Data Time Allotted: 2 hours 30 minutes Student learning data explore if students have mastered the curriculum Student learning data are the foundational lens through which other data types are filtered The goal is to uncover patterns and relationships within and across content areas and within and across subgroups Setting the Standard for Service 14

15. Analyze Student Learning Data Examples of student learning data are: Student work Common formative assessments Benchmark assessments Diagnostic assessments Georgia Milestones standardized test data Setting the Standard for Service 15

16. Analyze Demographic, Perception and Process Data Time Allotted: 2 hours Student learning data provide insight into how well students have learned the curriculum Demographic, perception and process data help to identify factors affecting student learning Demographic, perception and process data help with understanding why students have or have not learned Setting the Standard for Service 16

17. Analyze Demographic, Perception and Process Data Examples of data are: Demographic: enrollment, ethnicity, gender, poverty, attendance, graduation rate Perception: administrator, teacher, student, parent, community surveys; observations; interviews Process: budget, professional learning, lesson/unit plans, curriculum maps, assessments, implementation of instructional strategies, collaborative planning, school culture, family engagement, system CLIP, school improvement plan Setting the Standard for Service 17

18. Analyze Root Causes Time Allotted: 2 hours A root cause analysis is a problem-solving method aimed at exploring a problem and identifying its “root” The root cause analysis process is NOT a time to brainstorm solutions to the problem Examples of quality tools used to conduct a root cause analysis include: fishbone diagram, the 5 whys and the affinity diagram Steps of the process depend on the quality tool used Setting the Standard for Service 18

19. Analyze Root Causes Benefits Helps minimize/eliminate problem by finding the root(s) rather than treating symptoms Ensures that conclusions are based on evidence from multiple data sources Encourages discussion and reflection Provides a rationale for strategy selection Conserves scarce resources Setting the Standard for Service 19

20. Analyze Root Causes Steps Develop a problem statement Gather and analyze data that provide additional insight about the problem Identify major categories in which potential causes may reside Identify potential causes in each category type Determine relationships Agree upon the most probable cause(s) Setting the Standard for Service 20