1. Deena Abu-Lughod 1 Children First Intensive Using Data, Part I: Improving Schools Through Collaborative Inquiry (Introduction to the Consensogram and Network Data) ESO Networks 14 and 19 May 20, 2009 Rm 63 1230 Zerega Ave. Facilitator: Deena Abu-Lughod, Senior Achievement Facilitator Adapted from Nancy Love, Presentation to SAFs, April 2, 2009

2. Deena Abu-Lughod 2

3. 3 Learning Intention Build capacity to move into and sustain system- level change by: Broadening support for collaborative inquiry Using collaborative data tools to:  Expand and deepen data-driven dialogue throughout the school  Examine current state of inquiry and systems that produce learning  Shift conversations toward systemic conditions  Strengthen collaborative culture

4. Deena Abu-Lughod 4 4 Core Process Phase II: Move the Students Phase I: Identify Students and Targets Phase III: Move the System

5. Deena Abu-Lughod 5 Analyze systems that produced conditions of learning Design and implement change strategy Evaluate and revise based on interim progress measures 5 A More Detailed Look at the Inquiry Process: Phase III

6. Deena Abu-Lughod 6 Agenda Every Teacher Engaged in Inquiry Consensogram and Data-Driven Dialogue Data-Driven Dialogue on Network-level ELA data Principles of Effective Data Use Lunch Examining Systems and Shifting Conversations: Verify Causes Tree (second PPT) Reflection

7. Deena Abu-Lughod 7 Essential Question How can we deepen and expand collaborative inquiry in our schools? Bring more students into the sphere of success?

8. Deena Abu-Lughod 8 Assumption Collaborative inquiry – school teams constructing meaning of student-learning problems and testing out solutions together through rigorous use of data and reflective dialogue – unleashes the resourcefulness of educators to continuously improve student learning. From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

9. Deena Abu-Lughod 9 What Inquiry Teams Do Engage in deep self-study using quantitative and qualitative data to change instructional practice in order to accelerate student progress; Meet at school on a regular basis to find an effective change strategy for moving a small group of students; Take what they have learned to implement school-wide change strategies. NYC Children First Intensive

10. Deena Abu-Lughod 10 INQUIRY TEAM Every Teacher Engaged in Inquiry INQUIRY TEAM TARGET POPULATION

11. Deena Abu-Lughod 11 Every Teacher Engaged in Inquiry Other models? X4: Every teacher conducted an action research project

12. Deena Abu-Lughod 12 Data-Driven Dialogue Buddies Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004. JulissaVanessa Carl Tommy From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

13. Deena Abu-Lughod 13 Data-Driven Dialogue Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004. From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

14. Deena Abu-Lughod 14 Consensogram Quick and dirty surveys of Beliefs and Perceptions >Learn a tool >Learn more about your context >Demonstrate process for learning from any kind of data >Illustrate principles for data use

15. Deena Abu-Lughod 15 Consensogram Questionnaire Please respond on a scale from 1 to 10. 1 is the lowest; 10 is highest. To what degree do you believe in the need for collaborative inquiry? (BLUE) To what degree does your principal believe in the need for collaborative inquiry? (GREEN) To what degree is this statement true for your school: Teams of teachers engage in deep self-study using quantitative and qualitative data to change instructional practice and accelerate student learning. (ORANGE) Rate your own skills in leading collaborative inquiry. (PINK) To what degree is constructive dialogue about race, class, culture, gender and other differences a norm in your setting? (YELLOW) 12345678910123456789 123456789 123456789 123456789

16. Deena Abu-Lughod 16 Consensogram Directions Complete survey Take one color-coded Post-it for each question Write response on Post-it Do not share responses

17. Deena Abu-Lughod 17 Phase 1: Predict I predict… I assume… I wonder… I’m expecting to see… From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

18. Deena Abu-Lughod 18 YESNO It’s 53 degrees outIt’s cold Concept Attainment, Part 1 75% of our 4th graders scored below proficiency in mathematics problem solving Our teachers are not comfortable with mathematics content This student diagrammed each trip across the river The student must have used the diagram to generate the rule

19. Deena Abu-Lughod 19 YESNO 22% of our students answered item 15 “b”. The correct answer was “a” That’s because they don’t understand the vocabulary in the question Concept Attainment, Part 2 This year we increased the percentage of students in Level 4 in science by 10% over last year Our new science program must be working 25% more boys than girls pass the Global History Regents Boys are more interested in history than girls

20. Deena Abu-Lughod 20 Concept Attainment Testers Our teachers aren’t emphasizing basic skills enough 45% of our eighth graders are not meeting the standard in number sense Teachers aren’t teaching inquiry-based science because they feel too much pressure to cover the curriculum On a recent survey, a majority of elementary teachers reported that they needed more professional development in science content

21. Deena Abu-Lughod 21 BECAUSE From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

22. Deena Abu-Lughod 22 PHASE 1 Predict PHASE 3 Infer/Question PHASE 2 Observe Go Visual Observation Reminders Made by the five senses Quantitative and qualitative Contain no explanations From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

23. Deena Abu-Lughod 23 Consensogram Directions (continued) Place Post-its in the appropriate column for each question Create a bar graph From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

24. Deena Abu-Lughod 24 Phase 3: Observe I am struck by… I observe… I notice… From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

25. Deena Abu-Lughod 25 Phase 4: Infer/Question A possible explanation… That may be because… A question I have now… From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

26. Deena Abu-Lughod 26 Reflecting on the Process What struck you about the process (Consensogram and Data-Driven Dialogue)? What principles of data use might be applicable to others kinds of data? How might you use these tools to build capacity for system-level change?

27. Deena Abu-Lughod 27 Consensogram Questionnaire: Our Data Please respond on a scale from 1 to 10. 1 is the lowest; 10 is highest. To what degree do you believe the gap between White/Asian students and Black/Hispanic students has narrowed? (BLUE) To what degree do you believe the gap between girls and boys has narrowed? (GREEN) To what degree do you believe the gap between LEP students and English dominant students has narrowed? (ORANGE) Rate your own skills in manipulating data to conduct disaggregated data analysis. (PINK) Rate the likelihood that you could facilitate a dialogue with teachers about the achievement gap. (YELLOW) 12345678910123456789 123456789 123456789 123456789

28. Deena Abu-Lughod 28 Phase 1: Our Predictions, Assumptions, Wonderings, Expectations Gaps between ethnicities: Gender gap: Gaps between ELLs and ED: Ability to conduct data analysis: Ability to facilitate analysis:

29. Deena Abu-Lughod 29 Consensogram Directions (continued) Place Post-its in the appropriate column for each question Create a bar graph From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

30. Deena Abu-Lughod 30 Phase 3: Observations on our Data Gaps between ethnicities: Gender gap: Gaps between ELLs and ED: Ability to conduct data analysis: Ability to facilitate analysis:

31. Deena Abu-Lughod 31 Achievement Gap: 2009 vs 2008 2009 2008

32. Deena Abu-Lughod 32 Gender Gap: 2009 vs 2008 2009 2008

33. Deena Abu-Lughod 33 ELL Gap: 2009 vs 2008 2009 2008

34. Deena Abu-Lughod 34 Phase 4: Infer/Question (possible explanations, that may be because…, a question I now have is…) Gaps between ethnicities: Gender gap: Gaps between ELLs and Eng. Dominant: Ability to conduct data analysis: Ability to facilitate analysis:

35. Deena Abu-Lughod 35 Pay attention to the process Separate data from inference Multiple perspectives yield the richest analysis Principles for Effective Use of Data

36. Deena Abu-Lughod 36 Principle 1: Pay Attention to the Process 3 Point Communication: 1)Facilitator 2)Participants 3)The Data Separate the data from points 1 and 2 so you can problem solve together about the data. Think of it like looking at X-Rays with the doctor. In a parent-teacher conference, it’s not about my parenting or her teaching, but about the work.

37. Deena Abu-Lughod 37 Principle 2: Separate Data from Inference ” “ It is a fatal fault to reason whilst observing, though so necessary beforehand and so useful afterwards. — Charles Darwin

38. Deena Abu-Lughod 38 Principle 3: Multiple perspectives yield the richest analysis We do this work in teams to garner multiple perspectives. In these exercises, did you hear things you hadn’t noticed in the data? If witnessing an accident at a 4 way intersection, would you want to hear perspective from all four corners? Invent the person - put a place at the table that is the parent, the students - what would they be saying if they were here?

39. Deena Abu-Lughod 39 “Hello, Emily. This is Gladys Murphy up the street…Fine, thanks… Say, could you go to your window and describe what’s in my front yard?

40. Deena Abu-Lughod 40 Something I learned that squares with my beliefs… Three points to remember… A question circling in my head… Reflections