1. Palm Springs 7 Step Data Team Protocol

2. Scenario for the 7-Step Activity Strand DASP What happens between 5 th & 6 th grade? What happens on the CAHSEE?

5. Statistics, Data Analysis, and Probability 11 17% Standard Set 1.0 Students compute and analyze statistical measurements for data sets: 1.1Compute the range, mean, median, and mode of data sets. 1/3** 1.2Understand how additional data added to data sets may affect these computations of measures of central tendency. 1/3** 1.3Understand how the inclusion or exclusion of outliers affect measures of central tendency. 1/3** 1.4Know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given context. NA*** Standard Set 2.0 Students use data samples of a population and describe the characteristics and limitations of the samples: 2.1Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample. NA*** 2.2*Identify different ways of selecting a sample (e.g., convenience sampling, responses to a survey, random sampling) and which method makes a sample more representative for a population. 3 2.3*Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached. NA*** 2.4*Identify data that represent sampling errors and explain why the sample (and the display) might be biased. NA*** 2.5*Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims. 1/3** Standard Set 3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events: 3.1*Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) andexpress the theoretical probability of each outcome. 3 3.2Use data to estimate the probability of future events (e.g., batting averages or number of accidents per mile driven). NA*** 3.3*Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1 - P is the probability of an event not occurring. 3 3.4Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another, in independent trials, is the product of the two probabilities. 1/3** 3.5*Understand the difference between independent and dependent events. 1/3**

6. CAHSEE Math Strand Profile Strand# Standards*# Items on Test% Weight Number Sense 101418% Statistics, Data Analysis, & Probability 71215% Algebra & Functions 101721% Measurement & Geometry 71721% Mathematical Reasoning 6810% Algebra I 101215% Total 5080100% *All Math standards are 7th grade except for five 6th Graded standards in Statistics, Data Analysis, & Probability and the 10 Algebra I standards

7. Target Standard is 6PS3.3 6PS3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1 - P is the probability of an event not occurring.

8. Why a Data Team?

9. Data-Powered Instruction Curriculum (Standards) Instruction Learning Assessment (Measurement) Feedback ? Systematic, Collaborative Intervention Model Systematic, Collaborative, Data Analysis Process DATA Team Protocol

10. Research Observation Assessment Data Protocols Standards RTQs Experience Pedagogy Inst. Mats Data Team Instructional Response Intervention List Blueprint

11. What is the Data Team Protocol?

12. Questions 1 and 2 1. What is a Protocol? 2. How can a protocol help a Data Team in its mission of arriving at an Instructional Response?

13. Responses A PLAN for doing something A set of RULES for doing something A step by step PROCEDURE for a task Establishes a SYSTEMATIC APPROACH Keeps the team ON TASK Conserves TIME Maintains MISSION FOCUS

14. Protocol Format Purpose  What is it designed to accomplish Notes  How long, organization, logistics, best conditions Steps  Numbered steps with description and approximate time for each step

15. Secondary Data Team Protocol Purpose Purpose  Facilitate the use of data by a team of teachers to develop an instructional response to address a student achievement need

16. Secondary Data Team Protocol Notes Notes  30 to 45 minutes  Organization of team Recorder Time Keeper Norms Enforcer Etc.  Works Best when data is collected and formatted for analysis in advance

17. 7-Step Data Protocol Activity

18. CCHS Form

19. 7-Step Data Team Protocol Steps 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

22. Preparing for the Activity Define Data Teams (table groups) for Activity  4 to 6 in each Choose which teacher you will be for the day  Mr. Watson  Ms. Buck  Mr. Feynman  Mr. Mulliken Choose one standard to target = 6PS3.3

23. Target Standard is 6PS3.3 6PS3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1 - P is the probability of an event not occurring.

24. Preparing for the Protocol Opening – Choose Roles Leader/Facilitator Timekeeper Recorder Process Monitor – Review Norms – Arrange for collection of data

25. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

26. Step 1—Opening Collect & Organize Data Set Cut Points if appropriate Organize Physical Space 7-Step Data Analysis Worksheet

27. Decide Cut Points 6 item SCA 65432106543210 Prof—Benchmark Basic—Strategic BB/FBB—Intensive

28. Collect Data Teacher Names # Students Taking Assessment # of Students Scoring Proficient # of Students Non-Proficient Basic (Strategic) FBB/BB (Intensive) 1. Mr. Watson 2. Ms. Buck 3. Mr. Feynman 4. Mr. Mulliken 5. 6. 7. Totals:

29. Target Students

30. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

31. Data Analysis Examine students work Analysis Tools  Strengths & Obstacles  Wrong Answers Analysis  Data Circle  RTQ Sequencing Observation Look for patterns

32. Analyze Strengths and Obstacles

33. Wrong Answer Analysis

34. RTQ Sequencing Open pack of 6PS3.3 RTQ items In groups sort the items from easiest to hardest Discuss reasons WHY easier or harder

35. Data Circle Simple Data Immersion Data team collaboratively Move clockwise with each member sharing thoughts about her/his data Record & Discuss

36. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

37. Analyze Strengths and Obstacles

38. Define Problem Simple statement of the problem What the process has to solve Not a fix or cure May be explicit or general  e.g., students aren’t consistently correctly solving simple probability problems May be refined as you go

39. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

40. Determine Cause Always treat the CAUSE not the symptom Tools for determining CAUSE  Collaborative Insight  Affinity Protocol Once CAUSE is determined, the cure becomes more obvious

41. Affinity Protocol—Purpose To explore the CAUSE of a problem Allows ALL team members to participate in generating hypothesized causes

42. Affinity Protocol—Notes Takes about 30-45 minutes (full blown) Executed by a data team (best with 4 to 7) Team gets chart paper, Post Its (at least 5 per person), and markers Works best if team has first decided what problem they are going to address BUT, there is a 10 minute version

43. 10 Min Affinity Protocol—Steps 1 to 3 1. Team leader states problem 2. 5 min: Independently brainstorm hunches and hypotheses about what might be the causes of the problem. Individuals write each idea on separate post it and stick them in the center of the table. 3. 3 min: Move “Have No/Little Control” causes to the side. Sort remaining items into categories (Discussion).

44. Wrong Answer Analysis

45. 10 Min Affinity Protocol—Step 4 4. 2 min—Choose top three CAUSES for the problem (in order). Remember that the best causes are ones that are o Things the school HAS control over o Things the team believes that, if fixed, would have the biggest impact in fixing the problem

46. Share Out Catalog Responses Tough Problems require a Gang Tackle approach!  Multiple grade data teams  Multiple school data teams

47. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

48. ID Instructional Strategy (ies) Usually it is the natural outgrowth of CAUSE determination Collaboratively Brainstorm possibilities Focus on INSTRUCTION Select one or two

50. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

51. Collect Data Teacher Names # Students Taking Assessment # of Students Scoring Proficient # of Students Non-Proficient Basic (Strategic) FBB/BB (Intensive) 1. Mr. Watson 2. Ms. Buck 3. Mr. Feynman 4. Mr. Mulliken 5. 6. 7. Totals:

52. Create new Short Cycle Assessments as required

53. 7-Step Data Team Protocol 1. Opening 2. Data Analysis 3. Define Specific Problem 4. Determine CAUSE 5. Explore Specific Instructional Strategies 6. Draft SMART Goal 7. Define Results Indicators

55. Questions?