1. CCSSO Leadership Conference September 9, 2008 Milwaukee, WI Margaret Heritage Inquiry-focused Practice: Making Decisions about Learning in the Classroom

2. Overview Inquiry-focused Practice Data for Inquiry Framework for Inquiry-focused Practice Knowledge and Skills Teachers Need

3. The Question…. “Cheshire …,” Alice began rather timidly, “would you tell me please, which way I ought to go from here?” “That all depends a good deal on where you want to get to,” said the Cat. Lewis Carroll

4. Inquiry-focused Practice Where are my students now? Where are my students going? How will they get there? How will I keep them on track? How will I know when they have arrived? How can I improve my teaching?

5. Curriculum, Instruction, and Feedback Student Learning Data Analysis InterpretationDecision Action How can I improve my teaching? How will I know when they have arrived? Where are my students going? How will I keep them on track? How will they get there?

6. One Size Does Not Fit All

7. Assessment of Learning (AoL) Assessment for Learning (AfL) Purpose: Judgment: Action: What students have learned at a given point Where students are in their learning Compare performance to an agreed standard or goal What to do to move learning forward Adjustments to curriculum, instruction, programs.Monitoring. Reporting. Inform PD needs Adjustments to ongoing instruction

8. FocusLength Short Cycle Medium Cycle Long Cycle Within a single lessonFive seconds to one hour Between lessons One day to two weeks Between instructional units Two weeks to one year or more Type Assessment Cycle (Wiliam, 2006)

9. Data Sources

10. Different levels of granularity for different purposes

11. Data Sources

12. Decision Model Adapted from Cutting through the "data driven" mantra: Different conceptions of data- driven decision making. Ikemoto & Marsh, 2007 SIMPLE DATA Illuminate one aspect Come from one perspective Come from one point in time COMPLEX DATA Composed of two or more interwoven parts More multidimensional SIMPLE TO COMPLEX DATA Time frame Type of data Level of detail SIMPLE ANALYSIS AND DECISION MAKING TO COMPLEX ANALYSIS AND DECISION MAKING Type of analysis Frequency Reliance on knowledge Extent of participation

13. Complex Simple Level of Data Analysis Types of Data Quarterly/ Monthly/End of Unit Assessments Achievement and Other Data Daily, Weekly Assessments Annual State Tests Aggregated Descriptive Disaggregated Descriptive Distribution Classroom-wide Patterns Aggregated Descriptive Disaggregated Descriptive Distribution Comparative Analysis Longitudinal Analysis Classroom-wide Patterns/Trends Correlation Analysis Multiple Probes During Instruction/Learning Students’ Current Level of Functioning Annual State Tests Strengths/weaknesses in curriculum and instruction Differences among groups Strengths/weaknesses in individual and groups’ learning Quarterly/Monthly Assessments Strengths/weaknesses in curriculum and instruction Differences among groups Strengths/weaknesses in individual and groups’ learning Progress monitoring for individuals Achievement and Other Data Factors contributing to results Daily/Weekly Reveal reasons for individual weaknesses in learning Identify individual misconceptions Identify the gap between current learning status and desired short-term learning goals

14. Knowledge Validity  What data can be used for what purpose/decision  Alignment Reliability Interpretation of scores:  Interpretation of single test score  Item analysis Triangulation

15. Skills Asking questions Analysis Interpretation Action to improve learning

16. Professional Inquiry “The more teachers developed methods of professional inquiry, articulated ways of knowing, and determined standards for knowledge in practice, the more teachers would have interpretive power, which could contribute to improving both their own teaching and theirs and others’ learning.” (Ball & Cohen, 1999:16)

17. The Answer…. “Cheshire …,” Alice began rather timidly, “would you tell me please, which way I ought to go from here?” “That all depends on what your data tell you?” said the Cat. Lewis Carroll

18. Margaret Heritage mheritag@ucla.edu