1. Data Meeting One (60 minutes)
Data Action Model Daniel R. Venables How Teachers Can Turn Data Into Action
Data Meeting One
(60 minutes)

2. Notice and Wonder Protocol
Each person needs a 5 x 7 index card.
Quietly and individually write three or four observations evident in the data.
Observations are free from inference – just objective facts.
Each phrase must start with “I notice that…”

3. Notice and Wonder Protocol
Quietly and individually write three or four observations evident in the data.
Observations are free from inference – just objective facts.
Each phrase must start with “I notice that…”

4. Notice and Wonder Protocol
Each participant reads aloud one observation that has not been shared and the rotation continues until all observations have been shared.
Responses are recorded.
Statements begin with “I notice that…”
No discussion of observations takes place at this point.

5. Notice and Wonder Protocol
Turn over the 5 x 7 index card.
Quietly and individually write three or four speculations or question statements based on observations from Round 1.
You are not trying to solve the problem.
Each phrase must start with “I wonder why/whether…”

6. Notice and Wonder Protocol
Quietly and individually write three or four speculations or question statements based on observations from Round 1.
You are not trying to solve the problem.
Each phrase must start with “I wonder why/whether…”

7. Notice and Wonder Protocol
Each participant reads aloud one speculation that has not been shared and the rotation continues until all speculations have been shared.
Responses are recorded.
Statements begin with “I wonder why/whether…”
No discussion of speculations takes place at this point unless the facilitator asks for clarification.
30 minutes total for this part

8. Next Step: Exploratory Questions
What issues emerged from the Wonder Statements that are worthy of further investigation? They should be significant: Will answering this question provide the kind of information that will lead to identifying gaps in learning? Narrow down the list to a single question that identifies a significant gap. Focus on one area.

9. Exploratory Questions: For example…
Are we spending too much time on drill. And how can we move from teaching primary procedures to also teaching the concepts behind them?
How are we differentiating instruction on topic X, and how might we do it better?
What, specifically, are the student having difficulty with regarding standard X?
How are we presently teaching fractions, and why do our students do so poorly on them?
This is critical to impacting student learning . We have two issues – learning gaps and teaching gaps.

10. Your turn: Exploratory Question Stems
What are we doing to teach…?
What are we presently doing about…?
Why are out students struggling with…?
What are the factors contributing to…?
Litmus test: Will answering this question provide the kind of information that will lead to identifying gaps in learning?
20 minutes

11. We need more data…
Now that we have the question, we need additional data to answer that question. Data sources must include the numerical data from previous sources, but must also include artifacts of teacher and student work. Prior to the next meeting, teachers decide what artifacts should be gathered and by whom.
10 minutes: 5 for brainstorming and 5 for who is bringing what. Total of this process 60 minutes.

12. Data Meeting Two
(60 minutes)

13. Triangulating Data Original Data Source Student Artifacts
Teacher Artifacts
Discuss teaching learning gaps and what you would want to see.

14. Remember…
Significance relates to how important the gap is; Prominence relates to how common the gap is among students
Be mindful of the fact that some gaps will be both learner and instructional gaps
It is not necessary for every teacher to review every artifact
Don’t focus on things over which you have no control

15. Artifact Tracking Sheet
Artifact Type (be specific)
Data table
Student work
Teacher lesson plan(s)
Teacher instruction calendar
Test items
Unit plan
Observed Learning Gap
(as evidenced by artifact) 
or 
Observed Instructional Gap
(as evidenced by artifact)
Relative Significance
(if learning gap observed)
How important is this skill/concept?
Prominence
Speculate as to how widespread this gap is with all the students.
Lesson plan on mitosis
LG IG too few illustrations
Teacher lesson plans
LG IG not enough instructional time
on equivalent fractions
Student notebook on Ch. 2
LG IG too much copying without
application to show
understanding
Civil War Test
LG IG too many multiple choice and
no questions requiring
application of knowledge
Student Test on Civil War
LG IG Essay: poor arguments; poor
transitions
LG IG

16. Data Meeting Three
(60 minutes)

17. Write a SMART Goal Identify Learning Gaps Identify Instructional Gaps
Link Learning Gaps to Instructional Gaps
Set the target learning goal (SMART goal)
Decide on evaluation metric (some type of student assessment)
Note: you are not identifying the actions or strategies for solving the problem – this is simply aligning the way something is currently taught with the lack of results

18. SMART Goal Samples
The percentage of 7th grade student meeting or exceeding the standard in operations with fractions will increase by 30 percent.
By the end of the first quarter, 100 percent of first graders will be able to apply strategies to add and subtract within 20.
At least 80 percent of 9th grade students will score a 3 or 4 on the “Citing Evidence from Text” portion of the Writing Rubric.

19. Between Data Meetings Three and Four

20. Conduct a Strategies Search
Each teacher finds one new strategy/instructional activity to consider for re-teaching the standard identified in the learning gap
Go beyond the textbook to find the strategy

21. Data Meeting Four
(60 minutes)

22. Develop an Action Plan
Review strategies and activities to determine which have the greatest potential to impact student learning.
Important considerations:
Alignment to standards
Student engagement
Rigor
Relevance
Technology integration
Flashy poster syndrome

23. Create an action plan – the plan should identify:
Develop an Action Plan
Create an action plan – the plan should identify:
Specific strategies/activities that will be implemented
Who will be responsible for each aspect of the action plan
Specific timeline for implementation of each Data Action Cycle
Target completion date to keep implementation on track – be specific
Identification of what artifacts will be needed as evidence at the end of the cycle
Flashy poster syndrome

24. Between Data Meetings Four and Five

25. Implementation: 4 – 6 Weeks
During this time, teachers gather artifacts to document implementation of strategies/activities to address instructional gaps.
Samples of student work are reviewed by teams throughout the implementation cycle to address learning gaps.
Are we heading in the right direction in meeting our goal?
Are we facing issues that are shared by the team and should be discussed?

26. Data Meeting Five
(60 minutes)

27. Evaluating Success and Determining Next Steps
Has the Learning Goal been achieved?
How do you know?
If the Learning Goal has been achieved , what will your team do next?