1. document was retrieved from PGCPS
Data Wise
Introduction Module
Ebony Cross Shields, Felice N. DeSouza, Donna Drakeford, Rotunda Floyd-Cooper, Tasheka Green,
Paula Harris, Rhonda Hawkins, Trina Hayes, David Rease, Jr., Anthony Sims, Jennifer Williams
document was retrieved from PGCPS

2. Objectives Provide an overview of the Data Wise Improvement Process
Provide an overview of the foundational thinking that drives the Data Wise process:
ACE Habits of Mind
Ladder of Inference
Norms
Protocols
Review the objectives of the meeting with the participants.
At the completion this module you will have a broad understanding of the Data Wise Improvement Process and the foundational ideas that support Data Wise Improvement Process.

3. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

4. What is Data Wise? Data Wise is…
A school improvement PROCESS that organizes and brings coherence to the work of improvement.
A specific PROCESS that facilitates intentional thinking and utilizing a more disciplined way of looking at data as a collaborative group.
A PROCESS that helps all educators in all positions to learn how to analyze data in a manner that contributes to improved instruction and increased student learning.
Allow the participants to read the slide.
What do you notice about this slide? Data Wise is a process that is integrated into schools/systems to provide coherence to processes that influence practice and organizational learning. It is about bringing together a skilled team of educators that work together to implement a coherent instructional plan to identify the learning needs every student, and to meet those needs. There are parts of the Data Wise process that informs the all of our traditional meetings that we are accustomed to such as collaborative planning, data utilization, analyzing student work, etc. .

5. Is . . . Is Not What Data Wise IS What Data Wise IS NOT
Inquiry - questions drive learning and next steps
Declarative - stating what has to be done
Collaborative - all staff have a voice in determining what actions to take and what questions to explore
Directive - one person decides what happens in isolation
Designed to create spaces for learning about instruction, assessment, and practice for everyone
A process that assumes skill and knowledge exist without having evidence of intentional knowledge and skill development.
Is Is Not
Review the slide with the participants. .

6. Is . . . Is Not What Data Wise IS What Data Wise IS NOT
Means of organizing and bringing coherence to staff members’ collective efforts at improvement
A program to implement
A means to help school leaders organize the work of school improvement around a process that has specific, manageable steps
A compliance measure or a checklist to be completed
Cyclical; recursive
A linear process that doesn’t allow for assessment and adjustment
A series of yearlong coherent inquiry meetings
A singular meeting (collaborative planning, data utilization, analyzing student work, etc.)
Review the slide with the participants.

7. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

8. The ACE Habits of Mind
The ACE Habits of Mind are the foundation of Data Wise. At least as important as what you and your colleagues do is how you approach your shared work. Successful teams cultivate a disciplined way of working and thinking that we at the Data Wise Project call the ACE Habits of Mind. The ACE habits of mind is about naming the intangibles: ongoing habits that people bring to the work. .

9. The ACE Habits of Mind
As you watch the video of the ACE Habits of Mind, write:
How each habit is defined
What resonates with you
How the video adds to your understanding
Facilitator Note:
Pass out the ACE graphic Organizer for participants to complete as they watch the video. After the video, allow processing time for the participants (i.e. talk in table groups about findings and/or chart ACE information and share out). .

10. Action, Assessment, & Adjustment
Clear objectives and action steps for meetings
Continuous assessment of progress
No shame in adjustment
Analysis paralysis
Forging blindly ahead
Jumping into action too quickly
Complete abandonment
What this looks like in practice:
Knowing the objectives that a team is working toward for every meeting
Assessing the extent to which the team is meeting objectives and analyzing why things are playing out as they are
Posing questions and making suggestions that can help a team know how to adjust its actions
Teams should avoid:
*analysis paralysis- teams continuously meet to collect information and nothing gets accomplished
*forging blindly ahead- staying the course with a plan that is not yielding results
*jumping to action too quickly-teams not considering the evidence before moving toward action
*complete abandonment- good ideas are thrown out with the bad .

11. Intentional Collaboration
Deliberate choices about how/when to engage people with the work
Structuring conversations to leverage collective wisdom
Assuming teams = improvement
Grouping people in the same room = productive interaction
What this looks like in practice:
Being intentional about how you organize the room
Using people’s names
Drawing out people who are not participating
Connecting with individuals outside of team time if you think that would help the group
Supporting people in using the suggested agenda and/or modifying it to meet their needs
What to avoid:
Assuming that putting people in teams will in itself inspire improvement. There has to be conscious decisions about who.
Grouping people in the same room will produce interaction that is of quality and is useful to the work. There must be continual thinking about ways to organize different discussions in order to build trust and allow people to interact with one another for freshness of purpose .

12. Relentless Focus on Evidence
Adhere to norm of grounding statements in evidence
Make decisions based on specific and descriptive statements about a wide range of data sources
Culture of nice
Complimenting with several adjectives
Passing judgment on others
Offering your opinion when it is not asked
Jumping to conclusions
What it looks like in practice:
Being descriptive and specific when you talk (“I noticed that we have heard from half of the members of the team today. This makes me wonder if we are missing some ideas that could help move things forward.”)
Asking others to support their statements with evidence (“What do you see that makes you say that?” or “How could you bring that statement ‘down the ladder?’”)
What to avoid:
Culture of nice - Complimenting people with adjectives and comments that are not specific and descriptive
Passing judgment on others
Offering your opinion when it is not asked for .

13. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

14. The Ladder of Inference
The facilitator will describe the purpose of the ladder of inference.
Describing the Ladder of Inference
One of Data Wise’s favorite tools to help educators stay focused on evidence during data conversations is the “ladder of inference, developed by Chris Argyris.
The ladder of Inference is a way of organizing the progression of thought from simply observing something out in the world to doing something about it. At the lowest rung of the ladder, you start by selecting some data to observe and describe. As you climb the ladder, you add interpretations, draw conclusions, and take action based on the data. We take action at a higher rung on the ladder, which are informed by your conclusions and interpretations. Staying lower on the ladder is when you learn the skill of analysis - here, people cite what they see and dissect the data (graphs, student work, classroom observations). As we cite what we see, we allow opportunities for groups to clarify misconceptions and see the data more objectively. .

15. The Ladder of Inference
I take: actions
I draw: conclusions
I add: interpretation
I select: some data
The facilitators will describe the purpose of the ladder of inference.
Describing the Ladder of Inference
One of Data Wise’s favorite tools to help educators stay focused on evidence during data conversations is the “ladder of inference, developed by Chris Argyris.
The ladder of Inference is a way of organizing the progression of thought from simply observing something out in the world to doing something about it. At the lowest rung of the ladder, you start by selecting some data to observe and describe. As you climb the ladder, you add interpretations, draw conclusions, and take action based on the data. We take action at a higher rung on the ladder, which are informed by your conclusions and interpretations. Staying lower on the ladder is when you learn the skill of analysis - here, people cite what they see and dissect the data (graphs, student work, classroom observations). As we cite what we see, we allow opportunities for groups to clarify misconceptions and see the data more objectively.
All Data .

16. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

17. Norms
NORMS
Norms are critical at every step of the Data Wise Improvement Process. Having a set of norms—or ground rules—that a group follows encourages behaviors that will help a group do its work and discourages behaviors that interfere with a group’s effectiveness. Think of norms as “a behavior contract.” They are rules that govern how we interact with each other, how we conduct business, how we communicate with each other, how we make decisions, and creates the space for groups to have honest discussion and encourages participation from everyone.
Norms allow for consensus on the ground rules that will guide the team’s work and team expectations around task completion, team processes, and personal interactions. Having a mutually agreed upon statement of how the team and its members will conduct their business can prevent or mediate conflicts that may arise over time. Successful district/school data teams function best when they take deliberate actions to organize to do their work and to promote interpersonal relationships among team members. To set the foundation for effective teamwork, collaborate to establish a set of team norms that will foster productive communication during challenging conversation.
Norms support team development at every stage
They create and sustain psychological safety
Support cross-functional teaming,
Ensure all voices are heard
Decrease “power” dynamics that sometimes impact teams .

18. Assume positive intentions Ground statements in evidence
Data Wise Norms
Take an inquiry stance
Assume positive intentions
Ground statements in evidence
Stick to protocol
Be here now
Start and end on time
Data Wise offers the following norms, which have been effective in supporting teams as they use the Data Wise Improvement Process and cultivate the ACE Habits of Mind.
Assume Positive Intentions: assume everyone in the group is acting out of a desire to work toward our shared goal of helping all students learn. Think “Innocent until proven guilty”
Take an Inquiry Stance: ask questions that allow insight into a colleague’s point of view. “What led you to conclude…?” “I’m hearing you say….is that correct?”
Ground Statements in Evidence: make a conscious effort to cite data and offer rationale when explaining one’s point of view. “I see…,” “I noticed that..” “I saw evidence of…”
Be Here Now: In the age of technology we are inclined to multi-task during meetings. Data Wise seeks to have all participants engaged in the work and present so that the collective group is able to benefit from the collective thinking.
Stick to Protocol: Engaging in protocols may feel difficult at first, but it is important for progression toward the goal if all participants adhere to the components of the protocols.
Start on time; end on time: Timeliness is a Data Wise staple. This honors the importance of time management as well as considering effective use of time. If we know that we have a 45 minute meeting, then we should ensure that all of the time is used in the most effective manner. .

19. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

20. Use checklists and templates to support the design of meeting agendas
Protocols can help you and your colleagues cultivate the habit of mind of intentional collaboration.  By offering structure to conversations, protocols allow groups to delve deeply into important issues, make the most of limited time, and ensure that all voices are heard.
Protocols can be used to facilitate productive and collaborative meetings. Protocols help us to establish transparency and support learning amongst our colleagues.  They help us to clarify our own views and those of others, and play an important role in developing a culture that values collective decision-making.  When used effectively, protocols increase equity, promote meaningful participation and can create workplaces where the power to assess outcomes and to take action to improve them is distributed throughout the organization. This is called 'distributed facilitative leadership'.
Use checklists and templates to support the design of meeting agendas
Model transparent meeting facilitation
Provide frequent opportunities to experience protocols
Protocols support:
Effective collaboration
Norm-setting
Individual and group work styles
Collaborative examination of data displays
Looking at student work
Classroom observation
Gathering feedback
Facilitator Note:
Click on the protocol button to show examples of more protocols on the Harvard website as well as the National School Reform .

21. Constructing an Improvement Process
Purpose: Construct the actual Data Wise School Improvement Process
Step 1: Create an Improvement Process (3 phases and 8 steps)
Facilitator Note:
Give participants the 3 phases on cards (prepare, inquire, and act) and the 8 steps on cards to sort into what they think is the DW process. There 8 steps should distributed throughout the 3 phases (not evenly).
At your tables you have the 3 phases and 8 steps of Data Wise Process. Using the phases and the steps, construct the improvement process by placing the 8 steps under the three phases.
Click on the link for the participants to watch the video and allow participants to check their answers. You may want to stop the video at 2:31 so that the participants can check their work.
At the end of the video lead a discussion about the newly acquired understanding of the Data Wise Process. .

22. The Stoplight Protocol
Really happening
Sort of happening
Not happening
Facilitator Note:
Pass out data wise swoosh and colored stickers to participants.
We are about to engage in a protocol that will inform them about the steps of the Data Wise Improvement Process and provide an opportunity for reflection about where their school is with respect to the process. It also helps participants cultivate the ACE habit of mind of maintaining a relentless focus on evidence. 
Based on the Data Wise Improvement Process video and you knowledge of Data Wise, think about the extent to we do these steps completed in our school. Capture your assessment by placing a colored sticker next to that step on the Data Wise Arrow handout as follows:
Red: We don’t really do this step Yellow: We “sort of” do this step (it happens in pockets or inconsistently) Green: We really do this step and do it consistently
Choose a sticker without talking to or peeking at their neighbors’ Data Wise Arrow. Vote from your own experience and perspective. We know that other people in the group may have different experiences. The most important thing, however, is that your are able to cite evidence to support your response.
Collect data on all of the arrows in the room. You can do this by using clicker devices, counting hands for the number of people who chose each color for each step, or simply having people hold their arrows over their heads and giving people a chance to look at one another’s ratings. You can also make a large drawing or poster of the Data Wise Arrow and ask people to place new stickers on this arrow so that all of the information is in one place.
What do you notice about the data about, our perceptions of the extent to which the school is engaged in each step of the process?
Encouraging people to maintain a relentless focus on evidence as they do so. You can also open up the discussion to address what this activity made people wonder about the school’s approach to improvement.
We will follow this protocol up with the Coherence Protocol which can help ground the conversation in what is actually happening at our school .

23. The Coherence Protocol
We will now engage in the Coherence Protocol. This protocol allows us to acknowledge the work we are already doing to use data to improve learning and teaching, to create a sense of coherence between that work and the Data Wise Improvement Process, and to help identify a point of entry into the Data Wise Improvement Process. This is where we cite evidence for our yellow, green, and red dots.
Facilitator Note:
Give each person five to ten sticky notes and tell them to silently write on each note a different structure, practice, or program at the school that supports using data to improve learning and teaching.
If necessary, break into subgroups of three to five people each. Give each group a poster of the Data Wise Improvement Process and have them tape it to a wall. Instruct participants place their sticky notes on the poster near the step of the Data Wise Improvement Process where they feel it belongs.
Give participants time to read through all the sticky notes. Then lead the group in a discussion aimed at reaching consensus about what is currently happening at the school. As you go through each of the steps in turn, you can:
o Condense notes if the same idea is written more than once
o Ask if there are any structures, practices or programs that need to be added
Have the group identify (and resolve through discussion, if possible) any disagreements about the placement of notes
Lead the group in discussion aimed at finding a point of entry for the integration of the Data Wise Improvement Process into daily work. To do this, you can ask:
What do we notice about this poster? How does it compare to the poster we created in the Stoplight Protocol?
At which steps of the Data Wise Improvement process do we already have robust structures, practices, or programs in place? How can we build on our strengths as we integrate the process into our daily work?
At which steps are we lacking? Can identify a particular growth area as a point of entry for integrating the Data Wise Improvement Process into our work?
Keep the poster size Data Wise Arrows as artifacts to reference when engaging in the other Data Wise Modules. .

24. Hopes and Fears Protocol
Facilitator Note:
Write Hopes and Fears on the top of a piece of chart paper.
This protocol gives participants an opportunity to get expectations and concerns out in the open so that they can begin to establish commitment to addressing them.
Write down the greatest fear and hope about our district’s first-year transition into the new school improvement process, Data Wise. Write one hope per sticky note and one fear per sticky note and place the “fear” post-it notes on the “fear” side of the chart and their “hope” post-it notes on the “hope” side of the chart. Place the fear near the top of the chart if there is a great amount of anxiety around the fear and near the bottom of the chart if there is a small amount of anxiety.
Read some or all of the hopes and fears (anonymously).  The purpose of this protocol is to get some of their concerns out in the open. Participants will have an opportunity to revisit their hopes and fears throughout the school year. As they are addressed, they can either be removed them from the chart or move them up or down the chart to demonstrate a decreased or increased amount of fear. .

25. Agenda Data Wise Improvement Process Ace Habits of Mind
Ladder of Inference
Norms
Review the agenda with the participants.
The red bar indicates that we are about to start the Data Wise Improvement Process Phase of the agenda.
Protocols
Plus/Deltas

26. Plus /Delta Protocol
What helped me to learn/interact with today’s meeting objectives?
What changes are needed to help me to better learn/interact with today’s meeting objectives?
We use plus/delta as a way to gather immediate feedback and model our orientation toward action, assessment, & adjustment. Ask participants to list what went well about the meeting or session (“pluses”) and what they would have liked to change (“deltas”).
Facilitator Note:
We do not comment on pluses or deltas, but rather let them be a record of what happened. Effective facilitators use the last meeting’s plus/deltas to plan the next meeting, taking care to address the deltas.

27. Data Wise Improvement Process
Supporting teams of educators in using data to improve learning and teaching .