1. JSEC Professional Learning Communities: Conversations about data
Sometimes data is just for show.
But other times, we can’t move forward without it.

2. Today’s Objectives:
By the end of this session, you will be able to…
Facilitate a data chat with students
Explain how triangulation can be used before responding to data.
Use an effort/impact matrix to evaluate different responses to data

3. Today’s Agenda:
Do now and follow up (15 min.)
-Data newsletter: what/so what/now what
-Sharing the data newsletter with students
-PD survey results and connections
Data chat template (30 min.)
-Modeling STAR and other assessment
-Input on template discussion
Cycle of inquiry (15 min.)
-Analyze: using triangulation
- Strategize : using the effort/impact matrix
Whip around: Next steps (5 min.)
Exit ticket

4. Do Now
What/So What/Now What?

5. Data chats What are they?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

6. Data chats What are they? Why have them?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

7. Data chats What are they? Why have them? What data?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

8. Data chats What are they? Why have them? What data? How often?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

9. DRAFT

10. DRAFT

11. How are data chats connected to these different PD topics mentioned
by teachers in the survey the ILT gave in December?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

12. How are data chats connected to these different PD topics mentioned
by teachers in the survey the ILT gave in December?
Think back to the exemplar data we looked at last time. The data was collected using a website called Class Dojo in which students earn points for participating positively in class. In the example, we said a pattern of need was that a small number of students were attending class but were not earning many points (those two students are highlighted here.
What do teachers notice about the data?

13. Triangulation

14. Triangulation

15. Triangulation

16. Validate using triangulation?
Why or why not?
If yes, what data sources would you use?

17. Triangulate?

18. Effort/Impact
Matrix

19. Effort Impact Matrix

20. Mr. S. and Mr. M.’s just scored a persuasive essay writing assignment they gave to their classes. They examine the results and quickly notice a pattern of need:
Pattern of Need: On the 4 point rubric, 40 out of 62 students scored below a 3 on the row that focused on writing an effective thesis/focus statement.
Root Cause: Students do not understand how to write an effective thesis/focus statement and are not able to describe how this statement connects to the rest of the paper.

22. Whiparound How will you use what we’ve talked
about during this session?