Module 1A for Middle/High School Teachers

Module 1A for Middle/High School Teachers
Public Consulting Group 4/21/2017 Module 1A for Middle/High School Teachers Using Data to Dramatically Improve Student Outcomes Welcome everyone. Provide an overview of the facility indicating where the restrooms are located. Let the participants know they may be moving to a different table or group so that they are not surprised when that occurs.

Transitioning to Florida Standards' Project Overview
Project is Race to the Top funded until June 2014 All charter schools eligible to participate Develop and deliver targeted training and technical assistance specific to charter schools in two major areas: 1) Implementation of the Florida Standards 2) Access and use of a Local Instructional Improvement System (LIIS) to analyze student achievement data to drive instruction and increase student academic achievement (Session focus) No cost to charter schools Begin the session by providing a brief overview of the project. This will enable all participants to understand the goals of the project and see how all the sessions fit together by the end of the two years. Highlight the bolded area which is the focus of this session.

Project Activities Professional development for teachers, administrators, and governing board members (Delivered regionally) Data Literacy and Use Florida Standards (English Language Arts & Literacy, Math) Value-Added Model (VAM) Training of Trainers Model for Teacher Leaders K-5 (Up to 5 Teachers & 1 Administrator Per School) 6-12 (Up to 5 Teachers & 1 Administrator Per School) Training for charter school teams (Delivered regionally) Self-assessment tool Creating a Florida Standards Implementation Plan Progress monitoring templates Review the activities of the project outlined on the slide. Clarify that the goal of the project is to provide quality professional development for a variety of charter school stakeholders: teachers, school leaders, and governing board members. We will provide teacher leaders with resources to bring back to their charter schools. In addition, we will facilitate training and support each charter school leadership team to develop a Florida Standards Implementation Plan.

Professional Development Session Alignment Year 1
Data Use Governing Board Data Use ELA Math School Leaders Module 3 PARCC Data Use ELA Math Teachers Project Professional Development Activities: This slide allows participants to see how the professional development fits together over the next year and a half. Point out how the sessions on data and Florida Standards will provide teacher leaders, school administrators, and governing board members with many opportunities to deepen their understanding of the Florida Standards and provide strategies to ensure that participants see the connection between data use and the new standards and assessments that are being implemented. Leadership Teams Session 1 Session 2 Module 6 Florida Standards Math Module 7 ELA & Data Use

Professional Development Session Alignment
Professional Development Session Alignment Year 2: July 2013 – June 2014 Governing Board Florida Standards School Leaders Assessments Data Analysis VAM Data Use ELA Math Data & ELA Data & Math Teachers In Year 2, there will be many more opportunities for the teachers and Leadership Teams to deepen their understanding and connect data use to their implementation of the Florida Standards. The Leadership Teams will also have the ability to build capacity, devise a Florida Standards Implementation Plan, and monitor implementation through the multi-metric monitoring system. Leadership Teams Session 3 Session 4 Session 5 Session 6 Module 6 Florida Standards Math Module 7 ELA & Data Use Module 8 Math & Data Use Module 5 Florida Standards ELA

Data Use Module Outcomes
Public Consulting Group 4/21/2017 Data Use Module Outcomes Assess data quality, capacity, and culture Identify data to be accessed/ organized for analysis Recognize that assessments used to monitor student progress are aligned to learning progressions Understand the importance of data literacy Engage in root cause analysis Articulate questions to guide inquiry Develop understanding of how student learning can be assessed during and after instruction Understand how assessment relates to instructional planning Review the eight outcomes for the day, sharing what you hope to accomplish throughout the full day session.

You Are Here Module 1 Data Use Module 4 Data Use Module 2 ELA Module 3
Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math This slide provides an overview of all of the Teacher Modules on one slide. Note that for each module, there is an elementary version (the “A” series: 1A, 2A, etc.) and a secondary version (the “B” series: 1B, 2B, etc.) The intent is for teacher leaders and others to be able to take the materials of the module: the Module Outline (which provides an overview of the module and additional information on the topic), the PowerPoint presentation, Participant Guide, Facilitator Guide, and associated video clips and be able to share these with colleagues to support data use and transition to full implementation of the Florida Standards. Emphasize the importance of using data to analyze the progress of the transition to the new Florida Standards. Having an existing process and framework in place empowers staff to analyze student results and to immediately begin “digging in” to assess students’ progress and struggles. The content on the Florida Standards will begin in Module 2 and will be interwoven throughout the professional development with modules on Data Use. Together, these modules will provide teachers with content and a process to analyze student work.

8 Components of Full Florida Standards Implementation
This graphic shows eight components that describe what charter school educators need to consider as they move toward full Florida Standards implementation. Note the word “alignment”: the key message of the graphic is that all of these need to be aligned with the Florida Standards in the areas of ELA, Mathematics and Content Literacy. The four inner components – Curriculum Alignment, Instructional Materials Alignment, Instructional Practices Alignment, Assessment Alignment – are obviously critical. Without them, teaching and learning will NOT be Florida Standards aligned. The four outer components – Data Use Alignment, Professional Development Alignment, Student Support Alignment and Resource, Policy and Procedures Alignment – if aligned to the Florida Standards, will support continuous improvement of Florida Standards teaching and learning at the school level. All four are applicable to all of the inner components. Therefore it is important that these are aligned and in place. All of the professional development sessions are aligned with this conception of full Florida Standards implementation. This is also true of all of the tools the Charter School Leadership Teams will use to monitor progress toward Florida Standards implementation as part of the Multi-Metric Monitoring System each charter school will be putting into place.

Public Consulting Group
4/21/2017 Today’s Agenda Welcome and Introductions Pre-Assessment Foundational Supports for Using Data in Schools Systematic Planning and Problem-Solving Cycle Lunch Root Cause Analysis Planning For Instruction Taking Action in the Classroom Next Steps Wrap Up and Post-Assessment Review the agenda noting there will be an hour break for lunch as well as a morning and afternoon break. You may want to add the importance of coming back from breaks on time to ensure enough time to complete all the work of the day. Let participants know that there is a separate agenda to follow the day’s activities and use for proof of attendance, if required by their school.

4/21/2017 Introductory Activity Pre-Assessment This will be a short self-assessment, which is in the Participant Guide on page 4. It will assess current understanding and use of data to inform instruction. The participants will complete the same assessment at the end of the session. Allow 3-4 minutes to complete. This short assessment will gauge their beliefs about the importance of a data driven school as well as their knowledge of data tools to analyze student assessment data and utilize data in their classrooms to focus instruction. Guide Page 4

Assessing Your Data Quality, Capacity, and Culture
Public Consulting Group 4/21/2017 Section 1 Assessing Your Data Quality, Capacity, and Culture

Essential Questions to Improve Your School’s Data Culture
Today’s Focus… 1. How can you increase the use of data within your school? 2. How can you use data to improve student outcomes? Use this slide to discuss what the focus of today’s session will be. The first focus will be on increasing data use and the data culture of the charter school. The second part of the module will deepen their understanding of data use to improve student outcomes and learning.

What Does A Data Driven School Look Like?
Public Consulting Group 4/21/2017 What Does A Data Driven School Look Like? As you watch the short video, note what practices are in place that support a data-driven culture. What similarities and differences are there between this school and your school? Video: A Visit to a Data Driven School Let the participants know that they will be looking at a data-driven school model. Ask them to watch the video and note the similarities and differences to their school. Play the video by clicking on the link in the slide. Make sure you enlarge the video as it begins to play. The video is approximately 2 minutes. Once you have played the video ask some participants to share what they saw that was the same or different than in their school. Depending on the size of the group and room logistics you may choose for them to share their thoughts with someone at their table or share out with the entire group. Link to video is

4/21/2017 What Can Data Use Look Like In Schools? Data are routinely used at all levels to inform organizational, program, and instructional improvement decisions directed at improving student outcomes. Systemic Data Use Data are used inconsistently and/or inappropriately in pockets without systematic procedures, expectations, and accountability. Superficial Data Use Approach Data Informs All Decisions Where Are You? Begin by discussing the superficial data use graphic. Read what superficial data use looks like and ask if that sounds like some of their schools or even their own practices. Read the Systemic Data Use information and let the participants know that it takes a lot of work and commitment to get there fully as a school or even as a classroom teacher. Ask the participants to think about where they are with using data to inform decisions in their own school. The arrow is broken into three sections. Ask the participants to turn to someone at their table and share where they are right now in their data use, in the bottom third, little meaningful data use; the middle third, feeling that some data are used to make decisions; or the top third, close to systemic use of data. Allow 3 minutes to discuss with a partner. Little Meaningful Data Use

Where To Begin To Improve Data Use?
Public Consulting Group 4/21/2017 Where To Begin To Improve Data Use? Begin with the Foundation… Data Quality, Data Capacity, and Data Culture This slide segues to looking at data, the theory of action, and the use of multiple measures to support teacher leaders to improve their data use practice. As teachers, they need to see how their practice fits into the processes and expectations of data use at the school level.

Data Use Theory of Action
Public Consulting Group 4/21/2017 Data Use Theory of Action Increased Student Achievement Focused Results Policy Programs Data-Driven Actions Practice Placement Quality Capacity Culture This slide highlights different sections with the red box and arrows. The red outline and arrows will be present upon each mouse click. When the teacher leaders began the session, the pre-assessment focused on their data use, beliefs, and data availability. The bottom layer of the Data Use Theory of Action outlines the three areas that involve data use at the school level, data quality, capacity, and culture. Some of these areas may be beyond the teacher’s control, however, increasing their capacity to use data and supporting a data culture at their school are two areas that they have direct influence on and can impact their practices as a teacher. The second level depicts data-driven actions. There are four areas at that level: policy, programs, practice, and placement. You will see that the red arrow goes through practice since out of the four areas that are on that level, the practice of using data is directly controlled by the teachers. Teachers can use data well, in a systemic way or they can use it in a superficial way, and not get strong results from their work. Placement, another area at that level, can be controlled by teachers utilizing interventions or students being provided flexible grouping. In some instances, the school leader may be in charge of assigning students to classrooms or designing schedules, so this section has a strong teacher component, but depending on the school, some placement decisions may not be driven by the teachers. The top layer shows that when all aspects are aligned in the school and data are used in a sustained, systemic way, which means all decisions are driven though those data, the result is improved student achievement. Inform the participants that this graphic is on page 6 of the Participant Guide. Examples of how data can affect each area: Policy: We use student performance data to set annual school improvement goals. Student performance data and teachers' needs drive our decisions about professional development. Time and staff in my school are allocated based on identified student needs. Programs: We utilize data to help identify best practices across classrooms. Student achievement data are used to identify gaps in our curriculum. We use evidence of impact to determine which programs to continue or discontinue. Practice: NOTE -- This is the focus for the classroom teachers. Data are used when staff meet to make decisions. Teachers share and discuss student performance data with parents and students. Teachers use student performance data as the basis for identifying lesson goals. Teachers observe each others' classrooms in order to identify best practices. Placement: We use student performance data to guide flexible grouping of students for more focused instruction. We use data to identify students at risk and provide appropriate supports and interventions. Guide Page 6 Conditions for Data Use Commitment Beliefs Collaboration Leadership Data Integration Analysis Tools Skills Structures Accurate Timely Relevant Complete Ronka, D., Geier, R., & Marciniak, M., PCG’s Data Use Theory of Action. Copyright 2010 by Public Consulting Group. Reprinted with permission.

Activity 1: Data Quality Survey
Public Consulting Group 4/21/2017 Activity 1: Data Quality Survey Assessing Data Quality, Capacity, and Culture Using the Data Quality, Capacity, and Culture Self-Assessment, rate each area with a check mark. Think about each statement in the context of your own practice in your classroom or your whole school practice. As a group, use discussion questions at the end of the Self-Assessment to share your observations with each other about your individual charter schools. This will be the first activity that the participants will be doing in their defined groups. Refer them to Activity 1 on pages 7-9 in the Participant Guide. The teachers will be assessing how data are used at their school, by their grade level teams, or by themselves as educators. Before they complete the survey, participants need to be divided into size alike/type alike schools. After giving directions on how to complete the task, ask each participant to go to a corner of the room that best describes their situation in charter school size or CMO (charter management organization) schools. Small school less than 250 Medium sized school Large school greater than 650 CMO Once they have sorted themselves, ask the participants to form groups of 4 people and find a place to work at a table. This will enable two groups per table. These will be their groups for the rest of the day so they may want to take all their personal items with them. After they have formed the groups, ask them to introduce themselves before beginning the activity. Once they have gotten settled and introduced themselves, they should begin. If it is taking too long, remind the groups that they have limited time to complete their survey. They will begin the activity and complete the survey, which includes the reflection questions at the end of the activity sheet. If there is time, suggest that they share some of their thinking with their new group. After about 20 minutes, make sure that they have moved to the discussion questions. This activity should take 30 minutes, including formation of the groups. Guide Pages 7-9

Creating a Data Inventory
Public Consulting Group 4/21/2017 Section 2 Creating a Data Inventory In the next part of the presentation, you will begin to discuss utilizing multiple forms of data at the teacher level. After participants have looked at different types of data, they will begin to create a data inventory.

4/21/2017 DATA….. What does the word “data” mean to you? This slide segues into the next section on multiple forms of data. Ask the question on the slide to the big group and have participants answer the question. Point out how there are many different types of data and people may work with some more than others. Official Florida Department of Education definition to share with participants: Data (plural of “datum”) are typically the result of measurement or objective observation and can be the basis of graphs, images, or observations about the state of conditions or situations. Data may be representation of a fact, figure and/or idea. Data are numbers, words, images, etc. Data is the baseline tool for implementing continuous improvement that leads to quality within a learning organization. Such data ranges from statistical information derived from student testing to observational data from employee evaluation systems to formative data on student and educator progress toward targeted learning goals.

Looking At Multiple Types of Data
The slide contains a version of a graphic from Victoria Bernhardt’s work on the multiple types of data that are available to schools, which impact their school’s culture, climate, and overall success. Dr. Bernhardt believes that using more than just assessment data will provide a deeper understanding and awareness of the different aspects of student learning. Provide an overview of how the circles intersect and what types of data are in each circle. The questions on the four corners will be addressed when the graphic is presented again. The following five slides will delve more deeply into each area and end with a discussion of how multiple data can help answer questions within each school and classroom. Inform the participants that this graphic is on page 12 in the Participant Guide. Guide Page 12

Why Multiple Measures of Data?
Public Consulting Group 4/21/2017 Why Multiple Measures of Data? Single sources of data don’t provide us with the complete picture. We need multiple sources of data to more accurately identify root causes and appropriate solutions. Multiple measures of data include other sources, not just student assessment data. This slide outlines why Dr. Bernhardt believes, and research shows, that using multiple forms of data, not just multiple types of student learning data, are important in better understanding our students’ learning needs. This knowledge helps us better prepare for teaching our students effectively. Share the following quote with participants: “Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved.” ~Victoria Bernhardt

4/21/2017 Types of Data Demographic Data Student Outcome Data Assists Schools To: Consider aspects of the school that we do not control. Recognize trends and patterns needed for predictions and planning. Understand parts of our educational learning system that we may not see without disaggregation. Assists Schools To: Support students who do not yet have the skills and concepts needed for success. Investigate resources and materials that may better serve the students’ needs. Provide programs that will serve the needs of diverse groups of students. Plan for stronger instructional programs for their students. This slide refers to two types of data. Share with the participants that these data are the types most often used when analyzing student achievement. It is likely that these are the types of data in which participants are most familiar and use in their schools. The slide outlines how these data assists schools or teachers.

4/21/2017 Types of Data School Perception Data School Process Data Assists Schools To: Understand what students, parents, and teachers think about the learning environment within the school. Recognize the firm beliefs that are held regarding the school, real or not. Assists Schools To: Define what teachers are doing to get the results they are getting (good and bad). Review programs, instructional strategies, and classroom practices. Document and align to guiding principles. As you discuss this slide, elaborate that these data may have a bigger impact than we sometimes acknowledge. Some consider perception data to be “soft” or “excuses” rather than real data to inform instructional practices. In middle and high school both of these types of data can play important roles in student achievement and, in some cases, provide better or different insights than traditional assessment data. Ask the group if they agree with the statement that, in some cases, “perception is reality”. “Perception is reality”

What Types of Questions Can Be Answered?
Public Consulting Group 4/21/2017 What Types of Questions Can Be Answered? What types of data are the most important to the classroom teacher? What types of questions can be answered through the intersection of the different circles? Ask the participant to do a Think/Pair/Share: Which of these sources of data do they think would be most useful for determining a student learning issue? Give them 5 minutes and ask for sharing with the entire group. After referencing the slide question about the intersections of the different circles, refer to each of the different intersections and what type of questions can be answered through analyzing multiple types of data sets. The center allows the prediction actions/processes/programs that best meet the learning needs of all students.

4/21/2017 Student Learning Data State wide Assessments Diagnostic Assessments Interim Assessments Course or Program Assessments Classroom Formative Assessments All four domains of data have impact on student achievement. The type of data used most frequently by teachers are Student Learning Data. Read the slide and discuss the hierarchy of data used by classroom teachers. The consequences of poor performance on different assessments differs from the top to the bottom of the pyramid. Review each item on the pyramid noting that at the top of the pyramid are the FCAT 2.0 assessments or EOCs, which may not be used throughout the year to make instructional decisions, but are high stakes assessments that can have great impact. The common formative assessments created at the classroom level are located at the bottom of the pyramid since these data are used the most frequently and enable classroom teachers to make instructional decisions based on students’ depth of knowledge. The “consequences” for individual students or groups of students in the same class not doing well on classroom formative assessments should be additional instruction and remediation. Typically the results are shared amongst data teams or grade level teams. Therefore, formative assessments are “low stakes” assessments unlike the FCAT 2.0 or EOC exams. However, in terms of teaching and learning, classroom assessments may be the most important, especially if the data they generate are used to drive instructional decisions.

Students’ Data Use Students Using Data
Students setting goals and tracking their own data supports student learning and increased achievement. Do you believe that middle and high school students can use data to be more responsible for their learning? Watch the video and discuss in your group. After discussing the types of learning data, it is important to discuss students tracking their own data and using the results to improve. In this short 1 minute video, a middle school teacher discusses how students use data to track their progress and success. Have the teachers discuss at their table if their department or grade level has implemented this and, if so, what changes did they see. Ask the participants if they see this as a way for students to take more responsibility in their learning and become more active in setting and achieving their goals. Link to video is Students’ Data Use

4/21/2017 Let’s Take A Break… The break should be 15 minutes. Remind the participants to try to be timely in their return. You will note that this break should be about 1.5 hours into the morning session. Be back In 15 minutes…

Activity 2: Creating a Data Inventory
Public Consulting Group 4/21/2017 Activity 2: Creating a Data Inventory Taking Stock of Your Data Locate the Data Inventory Template on pages in the Participant Guide. Take stock of the data you currently collect and wish you could collect. Complete each section of the Data Inventory (sections A, B, and C). After completing the inventory and reflection questions, think about data you currently have that you could use more effectively or data that you need which would assist you in improving instruction for your students. Share your thoughts with members in your group. This is an overview of the next activity. Keep this slide up so participants can refer back to it. Be sure you review the directions and the expectations for completion before giving them time to fill it out and share with their groups the different types of data they know are being collected. Since they do not have all the information with them, they will fill out the Data Inventory Sheet on pages from memory/recall. Assure the participants that there may be data collected that they do not have knowledge about. That is to be expected, but we want them to focus on data they use in their classrooms or could use to make data-driven decisions. Also remind them to answer Part C of the inventory because it is asking them to reflect on data use as well as types of data they would like to collect that are currently not being collected in their school. Tell participants that on page 11 in the Participant Guide there is a document that outlines and defines various types of assessments and some of the data that may be collected in their charter schools. They may find it helpful to reference this document when completing the data inventory. Allow 20 minutes for this activity. Guide Pages 13-16

4/21/2017 Section 3 Analyzing Data This slide segues into beginning data analysis. Share with the participants that there are different models for data analysis. It is not important as to what model they choose, but to agree what model the school will be using so that everyone has a shared understanding of what the process at the school looks like.

Florida’s Systematic Planning and Problem-Solving Cycle
Guide Page 18 This slide begins the data analysis process. We are moving from knowing and understanding the types of data found within schools to knowing and understanding how to use the data to improve student learning and outcomes in the school. When reviewing the cycle, it needs to be broken up into two parts, the inner circle and the outer circle. The inner circle is made up of the 4 steps of Systematic Planning, 1) Define- What do we want students to know and be able to do; 2) Analyze- Why is this not occurring. What is going on?; 3) Implement- What are we going to do about it? What changes will be made in order to address the learning problem; 4) Evaluate- Is it working? Are the interventions being implemented making a difference? The outer part of the circle articulates the 8 step Problem Solving Cycle which defines a process for improvement through data use. It supports what is happening in the inner circle. The process articulates the importance of setting goals and determining how the goals will be measured while working on Step 1: Define what students need to know and be able to do. In Step 2: Analyze why it is not occurring, the outer circle supports identifying problems, strategies, resources, and barriers. In addition, the cycle supports prioritizing barriers or they can be overwhelming. What is the most important barrier to address that will have the greatest impact? Step 3: Implement, connects with developing an action plan and a follow up plan. Finally Step 4: Evaluate encourages the evaluation of whether the action plan was successful, but also whether the barriers were reduced or eliminated. Although the cycle can be taken apart, there is a lot of value to using the inside of the circle for the “big ideas” and the outside for the detail needed for a successful data analysis process. There is a copy of this graphic on page 18 in the Participant Guide.

Three Types of Questions – Starting with Discovery
Public Consulting Group 4/21/2017 Three Types of Questions – Starting with Discovery Discovery What’s the issue or problem? Diagnosis What’s the root cause? Doing What are we going to do about it? How did our students do? In which specific areas…? Which students…? Why did our students…? Why did our teachers…? Why did our parents…? How do we fix…? What do we do about…? Do we need…? The graphic on this slide outlines the data analysis process broken into three components. The participants are going to begin with discovery; what is the issue or problem their students are having. At this time, explain to the participants that using their own data for this process would be ideal, but we would like them to work collaboratively with other participants at their tables so for the rest of the day they will be using a sample data set to simulate how the process can be used in their classrooms and schools. The sample student data set is at the end of the Participant Guide on pages They will be referencing the sample data set throughout the rest of the session and may want to remove those pages from the Participant Guide. This third activity is divided into 2 parts. In the first part, the participants will be using the activity sheet and the sample data set to identify one learner centered issue that they will continue to use throughout the data analysis cycle.

Activity 3a: Focusing on the Learner Centered Issue
Public Consulting Group 4/21/2017 Activity 3a: Focusing on the Learner Centered Issue Guide Pages 19-20 This is an overview of the activity. Review the directions on page 19 in the Participant Guide so that all participants understand the task. There are clear directions on how to conduct the protocol on the activity sheet. The participants will also need chart paper and sticky notes for this activity. The student data sheet is a table of results from students in three different eighth grade classrooms. In the scenario reflected in the data set, the students took a common assessment in literacy aligned to a Florida Standard for English Language Arts, it is referenced on the handout. There are small numbers of students in each of the three classes. Acknowledge that the participants will have more data and more students when they are using their own student data, however, the data in the table will allow the participants to complete the activity in the limited time provided. If a student has some type of identification such as having an IEP that is noted in the table as well. Allow 30 minutes to complete the activity.

Analyzing Data 4/21/2017 Ask new questions Make Inferences Prepare to Analyze Make factual observations Draw conclusions The graphic on this slide shows the steps in analyzing data. Point out that after the Learner Focused Issue is identified, the data analysis process begins. Review each of the steps along the arrow and also note that the process should be collaborative throughout. Using the collaborative process provides a variety of viewpoints and opportunities to share thinking. Be sure to note that the process is recursive. Collaboration Throughout

4/21/2017 Activity 3b: Data Analysis – Looking at the Data Data Analysis Worksheet Work in your groups at your table. Follow the steps of this protocol. Assign a participant at your table to record all information on chart paper. Individually fill out each section of the Data Analysis Worksheet. Be sure to check that all information was accurately recorded on the chart paper. Review Step 4 of the protocol and discuss what other data may be needed if you were moving forward with this process. Guide Pages 21-23 This is the second part of the data analysis activity. The groups will be using the learner centered issue they articulated in the first part of the activity and the same sample data set. However, on pages of the Participant Guide the participants have a new activity sheet and protocol to follow which will guide them through the steps. This is a brief overview of the activity for the participants. Review the steps to ensure everyone is clear about this task. Keeping the slide up will remind the participants what they should be doing during the activity. This activity will lead into lunch. The time will be based on how close you are to lunch. The time targeted for this activity should be at least minutes. This activity should end approximately 3 hours into the full day session.

4/21/2017 Bon Appétit Lunch will be one hour. Remind participants of the need to return on time.

Conducting A Root Cause Analysis
Public Consulting Group 4/21/2017 Section 4 Conducting A Root Cause Analysis

Reflecting on the Morning Session
Public Consulting Group 4/21/2017 Reflecting on the Morning Session Know, Think, Do Reflection Activity Spend 2 minutes reflecting on the activities you engaged in during the morning session. Use these questions to guide your reflection: What Do I Know Now? What Do I Think Now? What Can I Do Next? Select a person at your table to go first and each take a turn sharing a single idea about what you know now. Go around the group a second time and share one idea you think now. Lastly, go around the group and share one idea about what you can do next at your school. This is a quick reflection activity that asks participants to review what they learned in the morning session. Participants will reflect on ways to bring some of the ideas back to their school. It also allows time for stragglers to return before the next content slides are presented. Allow 10 minutes for this reflection and discussion.

Moving to Diagnosis: 3 Types of Questions
Public Consulting Group 4/21/2017 Moving to Diagnosis: 3 Types of Questions Discovery What’s the issue or problem? Diagnosis What’s the root cause? Doing What are we going to do about it? How did our students do? In which specific areas…? Which students…? Why did our students…? Why did our teachers…? Why did our parents…? How do we fix…? What do we do about…? Do we need…? Begin the second session by reviewing the DISCOVERY section of the data analysis process. Let the participants know they will be moving into the DIAGNOSIS section which involves understanding the root causes behind their students’ struggles. Review the DIAGNOSIS section of the graphic. These question starters help the teachers see that the root cause can come from many different areas, not just the students.

Asking the Questions BEFORE Designing an Instructional Plan
Public Consulting Group 4/21/2017 Asking the Questions BEFORE Designing an Instructional Plan Asking questions as to why the student results were not as expected is key to understanding the next steps. Making instructional decisions to remediate the deficit area without thinking about the root cause of the issue will limit the results. In education we are often so quick to get to the interventions, we forget to ask why the problem occurred. In an effort to improve the situation and find a solution quickly, teachers may rush to an intervention without having a true understanding as to why the problem occurred. This is a key component to data analysis. Participants will see the need for clear understanding as to why the problem occurred before developing a solution that will better solve the problem.

Identifying the Issue: What Are the Causes?
Public Consulting Group Identifying the Issue: What Are the Causes? 4/21/2017 Two ways of looking at the problem 1. The Learner-focused Issue Expressed in terms of what students are having difficulty with. e.g. “Our students are having difficulty solving multi-step problems.” 2. The Issue of Practice–Causes Expressed in terms of the teaching, administrative, organizational, and structural practices related to the learner-centered issue. e.g. “We do not give our students enough practice with multi-step problems.” Read the slide noting that many times we focus on why the student did not learn and forget to focus in on what may have been the issue on the practice side, including teaching the concept. Looking at the problem in two ways, one centered on the student (learner) and the second way centered on the adults (teaching, administration, school organization or structure), helps teachers look differently at the learning issues their students may be struggling with. Too often it seems that the focus is put directly on the student with not enough attention on other areas within the school. It will be a topic that should be investigated during the root cause activity.

Definition of Root Cause
Public Consulting Group 4/21/2017 Definition of Root Cause A root cause is an underlying factor that creates a problem. Effect Cause This slide presents a graphic that defines root cause. Discuss that, at times, there are underlying factors that are not always apparent as to why the learning problem is occurring. Developing a process to dig deeper into the root cause of the problem will help generate better, more effective solutions.

Activity 4: Root Cause Analysis
Public Consulting Group 4/21/2017 Activity 4: Root Cause Analysis 20 Reasons Protocol Using chart paper, write the Learner Centered Problem at the top of the paper. Using the data set from the morning session begin to brainstorm why the problem exists. Ask each participant to provide one reason before moving to the next member and repeat the process until you reach 20 reasons (or no one can think of any more). Remember, reasons can be both learner focused or practice focused. Complete the questions at the end of the Activity Sheet. Activity 4 utilizes The 20 Reasons Protocol for the participants to experience the root cause analysis process. This will be found on pages of the Participant Guide. The 20 Reasons Protocol is being used because it is more suited for a group that does not know the students well and therefore it will work best with a sample data set. For this activity they will still be using the same student data set as in the previous activity. Encourage participants to give both the “Learner-centered issues” and the “Issues of Teacher Practice”. To wrap up the activity, ask the participants to share how much value they found in this process. Allow 20 minutes for this activity. In order to provide additional resources the Why? Why? Why? Root Cause Analysis Protocol is provided on page 28 in the Participant Guide. Explain that this is provided should they want to use another protocol back at their school. Guide Pages 25-27

Back to the Planning and Problem Solving Cycle
Public Consulting Group 4/21/2017 Back to the Planning and Problem Solving Cycle Let’s Review We analyzed the data. The next step is to use the data in the classroom to affect instruction. Use the next two slides to segue into the “DOING” stage of the process. Review what they have done in data analysis and ask them to discuss with one person at their table the discussion question on the slide. This will solidify their learning for the first part of the process and bring them to the next component in the Planning and Problem Solving Cycle, bringing the data into the classroom for lesson planning. Give them 3 minutes for sharing. What idea resonated with you the most?

Back to the Planning and Problem Solving Cycle
Public Consulting Group 4/21/2017 Back to the Planning and Problem Solving Cycle What’s Next? Connecting Back to Classroom Instruction We will look at using the information gained from the assessment data to inform instruction in the classroom. This slide sets the stage for the next part of the session. It is critical for teachers to take their understanding of the data and their students’ performance and begin using that in their classroom planning. Too many times data are analyzed, but then nothing concrete comes of it. This section will also provide them with a deeper understanding that looking at data and planning instruction will be more powerful if done in collaboration with other grade or subject level colleagues. This section will emphasize using this process with a team.

Three Types of Questions – Finish with “Doing”
Public Consulting Group 4/21/2017 Three Types of Questions – Finish with “Doing” Discovery What’s the issue or problem? Diagnosis What’s the root cause? Doing What are we going to do about it? How did our students do ? In which specific areas…? Which students…? Why did our students…? Why did our teachers…? Why did our parents…? How do we fix…? What do we do about…? Do we need…? Review the first two steps and finish with the final step of “Now that we know the issue, what are we going to do about it?” Articulate the questions in the third section in order to have them bring the discussion to, “Now that we know what the issue is, what are going to do about it in our classroom?” In so many cases, the problem is articulated, but the solutions don’t find their way into the classroom. This next part of the training will focus on how to bring the data analysis process to the classroom.

Planning For Instruction Using Data
Public Consulting Group 4/21/2017 Planning For Instruction Using Data View the video on the value of data teams in schools to improve student achievement and teacher practice. Share with your group how teacher leaders can help support the strengthening of data teams within their charter school. View the video on what analyzing data looks like at a team level. Ask the participants to watch the video, and note the strategies that the team uses to analyze data. After the video, ask participants to share their ideas regarding what they saw in the video and how the use of data teams could be brought back to their schools or teams or strengthened within their schools. They can share with the large group some of their thinking. Be sure to emphasize the need for collaboration in the work, not just teachers thinking about only their class, but all students in their grade level. This must be a collective effort that is well organized and deliberate. Working in isolation when analyzing data will not provide the same results. The video is 5:36 minutes in length. The entire activity will be 15 minutes in total. Link to video is The Value of Data Teams

4/21/2017 What Is Collaboration? A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve your individual and collective results. —DuFour, DuFour, & Eaker, Getting Started: Reculturing Schools to Become Professional Learning Communities (2002) This slide defines collaboration. It is based on the work of the Dufours’, who are nationally known for their research and development of professional learning communities. After reading the definition, highlight the words that are bold on the slide. Ask what systematic and interdependent mean to them. Acknowledge that sometimes working in a team does have its challenges, but is a key component if the school will truly develop a data informed culture based on shared ownership of student achievement. Team structure will be reinforced in the next slide.

What Are the Features of Successful Grade Level Data Teams?
Public Consulting Group 4/21/2017 What Are the Features of Successful Grade Level Data Teams? Features that contribute to success of grade level data analysis: Time Meets weekly, ideally for one hour Shared group norms Formal protocols and guidelines for group interaction Shared leadership Defined roles and rotating facilitator Results focus Agreed goals, deliverables, and timelines Review the slide and features of effective teams. Establishing norms and assigning roles will help the team become better functioning and hold all members accountable. That reinforces the “interdependent” nature of the team. Remind them that in the video there were assigned roles. Many teams decide to rotate the roles to prevent one person from taking control and others to avoid responsibility. This will help teams be more effective and enjoy stronger collaboration.

4/21/2017 Let’s Take A Break Break - 10 minutes. This is a shorter break, more of a quick stretch since the afternoon is always harder to stay focused. Be back in 10 minutes….

Planning for Instruction
Public Consulting Group 4/21/2017 Section 5 Planning for Instruction Section 5 is where “taking action” occurs.

Taking Action In the Classroom
Public Consulting Group 4/21/2017 Taking Action In the Classroom The three part process of action planning -- Discovery, Diagnosis, Doing -- is the same at the district, school, grade, classroom, or student level. The key is to keep your “eye on the prize” -- improvement -- and to monitor progress toward achieving this goal. This slide reinforces that the three part process -- Discovery, Diagnosis and Doing -- will be the same no matter at what level action planning is taking place. The goal should be improvement. Even when schools are doing well, they can use this process to improve further. Every classroom has students who are not always successful. The action component for teachers is to bring forward the work of Discovery and Diagnosis and use that information to take action in the classroom (DOING).

Activity 5: Planning for Instruction
Review the instructions on page 30 in the Participant Guide and then assign roles as a collaborative data analysis team. In Part 1, you will be using the information gained from your data analysis activity to complete the first page of the activity sheet. The classroom action plan will ensure that all the information discovered today through data analysis will be recorded before beginning the planning stage. In Part 2, you will role play being a member of the grade level team ready to plan a lesson to remediate the areas identified earlier. As you fill out the worksheet, be sure to simulate a data team by assigning roles that you may assume when returning to your school. After completing the activity, reflect on the process and discuss with your group. This is a brief overview of the activity. Before participants begin to work, review the activity directions on page 30 in the Participant Guide with them. Keep the slide up to ensure that the teachers are focused on their work. In Activity 5, groups will be using the protocol to move to the next level, classroom instruction. In this activity, participants role-play as the teachers of the students from the data set. They must assign roles such as a group facilitator, note taker, and time keeper. They should also take on the teacher roles represented on the data table (classroom 1, 2, and 3). There is also a place for team members to take the roles of a special education teacher, ELL teacher, Title I (F/R) group, and a gifted teacher (depending on the number of participants in the group). In part 1 of the activity, the classroom action plan provides a format for the participants to gather all the information they have discovered today through their data analysis process and record it on one sheet. In Part 2 of the activity, the teachers will be devising an action plan that describes how to remediate or enrich students in all three classrooms. This activity simulates what would happen with real data during a planning session. Allow 45 minutes for this activity. Guide Pages 30-32

Data Analysis to Classroom Implementation
Public Consulting Group 4/21/2017 Data Analysis to Classroom Implementation Learner-focused Issue Specifically state the need in your school/district in terms of student outcomes. Improvement Target State a specific and measurable target expressed in terms of student outcomes. Issue of Practice Specifically state the practice which, if changed, would address the Learner-focused Issue. Improvement Strategy Specifically state your strategy for addressing the Issue of Practice. Action Steps In logical sequence, list all action steps required to implement your Improvement Strategy. Every step should have a deadline, an owner, and list specific resources. Implementation Indicators Identify what you will see in the classrooms if each step is successfully implemented. Now that participants have completed the entire process, use the graphic on the slide to review the steps the participants have taken to move from data analysis to classroom implementation.

4/21/2017 Section 6 Next Steps

4/21/2017 Activity 6: Next Steps What are some “big ideas” that you want to make sure to remember from today? With whom in your school do you need to share this with in order to take your next steps toward greater levels of data use? Big Ideas People to Share With 1 2 3 In the last activity, the participants will identify 3 big ideas they would like to bring back to their schools. The activity sheet is on page 34 in the Participant Guide. Once participants complete the activity sheet, ask participants to share one idea with their table group. Allow 20 minutes for this activity. Guide Page 34

Data Use Module Outcomes
Public Consulting Group 4/21/2017 Data Use Module Outcomes Engaged in root cause analysis Articulated questions to guide inquiry Developed understanding of how student learning can be assessed during and after instruction Understood how assessment relates to instructional planning Assessed data quality, capacity, and culture Identified data to be accessed/ organized for analysis Recognized that assessments used to monitor student progress are aligned to learning progressions Understood the importance of data literacy Review the outcomes for the day, sharing what you hoped you have accomplished throughout the full day session.

Closing Activities This slide begins the wrap up of the session.

What’s next? Module 1 Data Use Module 4 Data Use Module 2 ELA Module 3
Math Module 8 Math & Data Use Module 7 ELA & Data Use Module 5 ELA Module 6 Math This slide will remind the participants where they are on the continuum of learning. The professional development series will also ensure that by having a stronger understanding of data use, there will be support for their charter school’s transition to full implementation of the Florida Standards. The data use process will enable charter schools to have a defined process through which to identify and problem solve around the issues.

Post-Assessment and Session Evaluation
Public Consulting Group 4/21/2017 Post-Assessment and Session Evaluation Where Are You Now? Assessing Your Learning The post-assessment will be the same as the pre-assessment they took in the beginning of the session. This assessment is to gauge their learning based on the activities of the full day session. The post-assessment is on page 36 of the Participant Guide. Remind the participants that they must also fill out a session evaluation. Guide Page 36

Thanks and see you next time!
If there are dates set for the next professional development session this would be a great time to share that information.

Module 1A for Middle/High School Teachers

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Module 1A for Middle/High School Teachers

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