1. Data to collect and questions to ask to understand the meaning of the data

2.  “To improve instruction, schools should use data to set goals for the instructional improvement, make changes designed to immediately and directly affect instruction, and continuously reassess student learning and Instructional practices.” Taken from “Doing what works, Research-Based educational practices online”.

3.  High performing schools assess the impact of its efforts and decisions on the basis of tangible results.  Goal = Student Learning  Conversations are structured around evidence of learning gathered within the school rather than SOLEY on external tests.  The use of common formative assessments help build their collective capacity to meet the needs of all students.

4. “ Teacher-developed common formative assessments are one of the most powerful vehicles a school can use to advance on the PLC journey.” DuFour, DuFour, Eaker, and Karhanek. (2010). Raising the bar and closing the gap. p. 185.

5.  What do we want all student to learn and demonstrate?  How will we know they are learning?  What will we do when students do not learn?  What will we do when students already know?

7.  The goal provides a specific target to reach and helps you align the strategies within the cycle  Your SMART Goal should be focused on student learning related to the Iowa Core/Grade Level Benchmarks

8.  The data source will help you know whether you met your goal. Make sure you know the frequency of data available and consider other sources for additional information.  Ask Yourself: What is your primary data source? Are there additional sources? How frequently is the data updated?  Brainstorm at your table – what are some possible data sources you might collect as a PLC?

9.  What questions do you have about the data?  What trends are you seeing?  Based on your knowledge of the data and the students, do you have insight about what the data is saying?  Are there concerns with data sources, frequency of collection?  Are we teaching this standard/GLB?  Are some classes outperforming others?  Use the data analysis questions as a structure

10.  Why are the trends occurring?  What is the root cause?  What is the underlying issue?  Do not spend too much time on outside influences – focus on what we can control – CIA  Is it the Curriculum – does the resource align to the Core/GLB’s? Is it our instruction? Do our assessment measure accurately what we are teaching?

11.  What strategic actions will address the root cause identified in your conclusion?  What are some possible action steps you can take now?  Which step will have the greatest impact?  Will you observe a PLC member to see a technique being implemented?  Will you all try a specific technique and then come back with evidence or student work samples?  Will you analyze student work to identify root cause before you change any technique?

12.  How effective is the strategic action?  This is a quick way of checking student progress – are they on track?  Will you reassess formally?  What evidence/product will you bring back to the PLC? (exit ticket?)

13.  Data wall you choose needs to help you organize and display the data in a way that helps you have discussions and make decisions.  No right or wrong way to display data  Should be displayed visually, not just have conversation – more meaningful  Need to look at formative data rather than summative (leading indicators [collected frequently] rather than lagging indicators [standardized tests given 1/x year])

24.  How do you currently engage students with their data?  Do they track their own progress?  How do you use the assessment information as a way to engage and motivate?  Share out at your table – both how you collect and organize your data and how you involve students.

25.  Choose an anchor standard (ELI and Math) or a common skill shared across courses.  Writing, problem solving, loco-motor skills, lab reports, etc.  How well are students performing on that skill?  If you have a teaching partner (shared course) maybe you have a SMART Goal for that course aligned to the shared skill?  Other ideas?

26.  Group Questions - each person in your group choose 1 of these questions: What processes did they use that made their time effective?Group Questions  How did the group analyze the data that will help them make sound instructional decisions that will impact student learning?  What might they do, if anything, to make their data analysis more effective?  What feedback would you give to this group if you had been watching them?  ALL answer these questions How does YOUR PLC's data analysis look compared to this group's discussion?  How can/are you using your data wall/collection system to make an impact on instruction and student learning?

28.  This is one tool to use to develop conversations around the data.  Thinking about the data you collect, discuss the utility of this tool for you as a Facilitator.  Continue the discussion at your Building Facilitator Meeting next week.

29.  What is one thing you learned that was helpful to you?  What is one thing you already do or will do during PLC time to analyze data?  What support does your PLC need from Admin to better use data to drive your instruction?