1. 1 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data The All-Purpose Data Wise Improvement Process

2. The “All-Purpose” Data Wise Improvement Process 2

3. 3 5 Examine Instruction Own Practice 2 Build Assessment Data Literacy 4 Dig into Student Data The All-Purpose Data Wise Improvement Process Three steps are different :

4. Who is the “learner?” If your team uses the All-Purpose Data Wise Improvement Process to structure an inquiry into a focus area, it is important to be clear about who is the “learner” that your team will be supporting in achieving better outcomes in that focus area. The following slide shows how different teams support different (and sometimes multiple) “learners.” The key is making sure that the inquiry process does not stop by identifying a learner-centered problem (such as “bus drivers run an average of 10 minutes late per day”) but goes on to figure out what the team is doing or not doing that leads to this outcome and (an example problem of practice might be “As a transportation department, we do not ensure that all buses are in working order every day.”) 4

5. Different Teams Serve Different Learners 5 Team that engages in the improvement process What might be the focus areas of an inquiry cycle for this team? Who is the “learner” that this team directly supports in achieving better outcomes related to this focus area? Grade-level team●LiteracyStudents School Instructional leadership team ●LiteracyStudents Team leaders Network Superintendents ●Instructional leadership on literacyPrincipals Data Inquiry Facilitators ●Leading a systematic process for improvementPrincipals Department leaders Human Resources (HR) Department ●Having a qualified teacher in every classroomPotential employees Current employees Schools Transportation Department ●Students arriving to school on time every dayStudents? Parents? Schools? System-level instructional leadership team ●“Providing principals and teachers with the learning experiences that focus on culture, data, and performance” (from Think Tank JP) Principals and teachers Outside organization that works with schools ●College persistence rates of graduatesSchool counselors Students

6. Different Teams Serve Different Learners 6 TeamExample focus areas Who is the “learner” that this team directly supports in achieving better outcomes related to the focus area? Grade-level Team LiteracyStudents Principal Supervisor Team Instructional leadership about literacyPrincipals Transportation Department Students arriving to school on timeBus drivers Non-Profit that works with schools College persistence rates of graduatesSchool counselors

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8. Journey Presentation Template (All-Purpose version) 8

9. Our Data Wise Journey [insert dates of journey] [insert team name] Team Members [insert team member names] [insert date of presentation]

10. Our Purpose This journey will describe our team’s efforts to make progress in this focus area: [insert particular outcome that journey will focus on]. The “learners” that our team directly supports are [insert who our team serves]. 10

11. Step 1: Organize for Collaborative Work 11 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data TEAM & STRUCTURES

12. Step 1: Our Process [Include bullet points about what we did to organize for collaborative work (for example, protocols we used for setting norms, taking stock etc. )] 12

13. Step 1: Our Evidence [Insert evidence that we made progress in organizing for collaborative work, feeling free to add a slide with a photo or artifact from this step (for example, our norms, our completed data inventory, etc.)] 13

14. Step 1: Our Reflections 14 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

15. Step 2: Build Data Literacy 15 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data INCREASED COMFORT WITH DATA

16. Step 2: Our Process [Include bullet points about what we did to build data literacy either as part of the PREPARE phase or at any other time during the improvement process where it was necessary (for example, protocols or mini- lessons we used to help staff members understand how to interpret data)] 16

17. Step 2: Our Evidence [Insert evidence that we made progress in building data literacy, feeling free to add a slide with a photo or artifact from this step (for example, poster listing key terms)] 17

18. Step 2: Our Reflections What worked well for us in this step What we would like to improve for next time [Insert reflections] 18 What worked well for us in this step What we would like to improve for next time [Insert reflections] + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

19. Step 3: Create Data Overview 19 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data PRIORITY QUESTION

20. Step 3: Our Process The focus area for this journey was: [insert focus area here] [Include bullet points about what we did to engage staff members with the data overview (for example, protocols we used for grounding statements in evidence and identifying a priority question)] 20 Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so that all staff members participating in the data overview saw themselves playing a role in it.

21. Step 3: Our Evidence [Insert no more than three slides from our data overview] 21

22. Step 3: Our Priority Question [Insert what staff members noticed in the data overview charts] We identified the following priority question: [insert priority question here] 22 Our priority question arose from a collaborative process, relates to instruction, narrows the focus of inquiry, takes into account current resources, and taps into something we are motivated to investigate.

23. Step 3: Our Reflections 23 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

24. Step 4: Dig into Data 24 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data LEARNER-CENTERED PROBLEM

25. Step 4: Our Process [Include bullet points about what data sources we selected and what process we used to dig into them (for example, protocols for looking at data and identifying a learner-centered problem)] 25

26. Step 4: Our Evidence [This slide is optional: feel free to include a photo or artifact from Step ] 26

27. Step 4: Our learner-Centered Problem [Insert what staff members noticed when digging into data] We identified the following learner-centered problem: [insert learner-centered problem here] 27 Our learner-centered problem is directly related to our priority question, based on digging into multiple data sources, within our control, a statement about how learners are doing (not a question), and specific and small.

28. Step 4: Our Reflections 28 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

29. Step 5: Examine Own Practice 29 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data PROBLEM OF PRACTICE

30. Step 5: Our Process [Include bullet points about what we did to examine our own practice (for example, protocols we used to focus, observe and debrief what we do)] 30

31. Step 5: Our Evidence [This slide is optional: feel free to include a photo or artifact from Step 5] 31

32. Step 5: Our Problem of Practice [Insert what staff members noticed when examining instruction] We identified the following problem of practice: [insert problem of practice here. It can be helpful to begin this statement with the phrase “As a team, we…”] 32 Our problem of practice is directly related to the learner-centered problem, based on evidence found when examining our practice, within our control, a statement about practice (not a question), and specific and small.

33. Step 5: Our Reflections 33 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

34. Step 6: Develop Action Plan 34 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data ACTION PLAN

35. Step 6: Our Process [Include bullet points about what we did to develop an action plan (for example, protocols we used for identifying and selecting strategies and agreeing on what those strategies would look like in practice)] 35

36. Step 6: Our Evidence ACTION PLAN Learner-Centered Problem: [insert learner-centered problem here] Problem of Practice: [insert problem of practice here] Instructional Strategy:[insert instructional strategy here] TaskWhoWhen 36

37. Step 6: Our Reflections 37 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

38. Step 7: Plan to Assess Progress 38 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data ASSESSMENT PLAN

39. Step 7: Our Process [Include bullet points about what we did to plan to assess progress (for example, protocols we used for choosing data sources and setting goals)] 39

40. Step 7: Our Evidence PLAN TO ASSESS PROGRESS Data SourceWhenGoal Short- term Mediu m- term Long- term 40

41. Step 7: Our Reflections 41 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

42. focus area (DW p. 68) □ Relates to instruction. □ Narrows scope of inquiry while remaining broad enough to be relevant to many/most staff members. Leadership team chose this focus area: priority question (DW p. 84-85) □ Arises from a collaborative process. □ Helps us know what student data to dig into next. □ Relates to learning. □ Is within our control. □ Is genuinely intriguing to staff. Broad faculty group identified this priority question: learner-centered problem (DW p. 104) □ Is directly related to priority question. □ Is based on multiple data sources. □ Is about learning. □ Is within our control. □ Is a statement, not a question. □ Is specific and small. Teacher team agreed on this learner-centered problem: problem of practice (DW p. 110) □ Is directly related to the learner-centered problem. □ Is based on evidence found when examining practice. □ Is within our control. □ Is a statement, not a question. □ Is specific and small. Teacher team agreed on this problem of practice: action plan (DW p. 134) □ States specifically what we will do to address the problem of practice. □ Contains one or more research-based, high- leverage strategies. □ Assigns responsibility to specific people. □ Is time-bound. Teacher team agreed on this instructional strategy: plan to assess progress (DW p. 152) □ Clarifies evidence that would show whether action plan addresses the learner-centered problem. □ Includes short-, medium-, and long-term data sources. □ Includes specific, measurable student learning goals. Teacher team agreed on using these data sources: Step 3 Step 4 Step 5 Step 6 Step 7 Data Wise Throughline Worksheet © 2016 www.gse.harvard.edu/datawise

43. Step 8: Act and Assess 43 5 Examine Own Practice 2 Build Data Literacy 4 Dig into Data ASSESSMENT & ADJUSTMENT

44. Step 8: Our Process [Include bullet points about what we did to act and assess (for example, protocols we used to assess the plan’s impact on outcomes, identify needed adjustments, and celebrate success)] 44

45. Step 8: Our Evidence [Insert evidence of student learning, adjustments to the plan, and/or celebrations of success, feeling free to add a slide with a photo or artifact from this step] 45

46. Step 8: Our Reflections 46 + What worked well Δ What to change next time [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.] [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

47. Burning Question [Insert the most pressing question that we have as we head into our next journey] 47