1. A Note About Journey Presentations As you know, becoming Data Wise is all about working collaboratively to follow a clear process and cultivate the habits of mind that support continuous improvement. In that spirit, we have developed the “Data Wise Journey Presentation" as a framework for capturing what you did and what you learned. Our hope is that the conversations you have in putting together this presentation will set you up well for the next time you go through the Data Wise Improvement Process, and that you will find that this document helps you communicate with your school colleagues, fellow Data Wise course participants, and others in your district who are curious about what you have been up to. That said, we want to acknowledge that creating a journey presentation should not be an exercise in trying to make it look like you did things you didn’t actually do. This is not a good use of time for either you or your audience! So as you work on this document, tell it like it is. If you did not do something, it is okay to just leave it blank or include a note to that effect. If you did things in a different order, or doubled back, or got stuck, that is okay. We are well aware that, in practice, this work is not always linear; the point of the journey presentation template is to offer a shared language and a shared medium from which to learn from one another despite the fact that the work can be messy. The good news is that a step your team struggled with may be a place where another team made good progress. The potluck metaphor can be instructive here: when first starting to do the work of improvement, we may not all be good cooks at everything. But as long as everyone has something to contribute, when we get together to share our practice, we'll have a rich meal. -- The Data Wise Teaching Team P.S. Feel free to change the slide design to make the presentation feel more your own (we fully admit that this black and white design is a bit spare ).

2. Our Data Wise Journey [insert dates of journey] [insert school or district name] Team Members [insert team member names] [insert date of presentation]

3. Step 1: Organize for Collaborative Work TEAM & STRUCTURES 3

4. 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. )] 4

5. 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.)] 5

6. Step 1: Our Reflections 6 + 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.]

7. Step 2: Build Assessment Literacy INCREASED COMFORT WITH DATA 7

8. Step 2: Our Process [Include bullet points about what we did to build assessment 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 assessment results)] 8

9. Step 2: Our Evidence [Insert evidence that we made progress in building assessment literacy, feeling free to add a slide with a photo or artifact from this step (for example, poster listing key terms)] 9

10. Step 2: Our Reflections What worked well for us in this step What we would like to improve for next time [Insert reflections] 10 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.]

11. Step 3: Create Data Overview PRIORITY QUESTION 11

12. 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)] 12 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.

13. Step 3: Our Evidence [Insert no more than three slides from our data overview] 13

14. 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] 14 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.

15. Step 3: Our Reflections 15 + 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.]

16. Step 4: Dig into Student Data LEARNER-CENTERED PROBLEM 16

17. 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 student work and identifying a learner- centered problem)] 17

18. Step 4: Our Evidence [This slide is optional: feel free to include a photo or artifact from Step 4 (for example, a photo of student work, a survey used to dig deeper into the priority question, a chart that allows for item analysis)] 18

19. Step 4: Our Learner-Centered Problem [Insert what staff members noticed when digging into student data] We identified the following learner-centered problem: [insert learner-centered problem here] 19 Our learner-centered problem is directly related to our priority question, based on digging into multiple data sources, within our control, a statement about student learning (not a question), and specific and small.

20. Step 4: Our Reflections 20 + 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.]

21. Step 5: Examine Instruction PROBLEM OF PRACTICE 21

22. Step 5: Our Process [Include bullet points about what we did to examine instruction (for example, protocols we used to focus, observe and debrief what we saw in classrooms)] 22

23. Step 5: Our Evidence [This slide is optional: feel free to include a photo or artifact from Step 5 (for example, a photo from a classroom observation, a note- taking form completed by a team member during a classroom observation, or a photo of an affinity protocol poster)] 23

24. 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 teachers, we…”] 24 Our problem of practice is directly related to the learner-centered problem, based on evidence found when examining instruction, within our control, a statement about practice (not a question), and specific and small.

25. Step 5: Our Reflections 25 + 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.]

26. Step 6: Develop Action Plan ACTION PLAN 26

27. 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 instructional strategies and agreeing on what those strategies would look like in classrooms, professional development plans)] 27

28. Step 6: Our Evidence ACTION PLAN Problem of Practice: [insert problem of practice here] Instructional Strategy:[insert instructional strategy here] TaskWhoWhen 28

29. Step 6: Our Reflections 29 + 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.]

30. Step 7: Plan to Assess Progress ASSESSMENT PLAN 30

31. 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 student learning goals)] 31

32. Step 7: Our Evidence PLAN TO ASSESS PROGRESS Data SourceWhenGoal Short- term Medium- term Long- term 32

33. Step 7: 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. 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 students’ 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 instruction. □ 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 teachers will do to address the problem of practice. □ Contains one or more research- based, high-leverage instructional 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

35. Step 8: Act and Assess ASSESSMENT & ADJUSTMENT 35

36. 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 teaching and learning, identify needed adjustments, and celebrate success)] 36

37. 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] 37

38. Step 8: Our Reflections 38 + 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.]

39. Burning Question [Insert the most pressing question that we have for the teaching team or our colleagues as we head into our next journey] 39