1. esd113.org ESD 113 Your partner for learning solutions Early Learning Data Institute Using the Cycle of Inquiry and Action For Program Improvement

2. Welcome and Introductions 2 ESD 113 Your partner for learning solutions

3. Overview of the Two Days 3 Day 1 The big picture Getting Ready and Issues Day 2 Application to your context Plan and Evaluate Diagnosing Causes Digging Deeper

4. Today’s Agenda 4 Welcome and Introduction Exploring vision, purpose and challenges What questions and what data? Understanding Issues

5. Today’s Objectives 1. Learn concepts related to: a. Team readiness for use of data b. Creating focusing questions c. Gathering, displaying and analyzing data d. Understanding underlying causes 2. Apply these concepts and related tools to real-life data and begin construction of data action plan. 5

6. The Big Picture Priority #1: Explore and adapt a toolset that will support teams to systemically improve how they use data. Priority #2: Build capacity to sustain and expand the use of data in systemic improvement and prepare a plan for application of new learning. 6

7. To download materials: esd113.org/datacoach Click “ Early Learning Institute” link (on left menu bar) -or- esd113.org/page/1529 7

8. Your Expectations??? Where do you hope your data team will be after these two days? 8

9. 1.0 Getting Ready – 9 ESD 113 Your partner for learning solutions

10. Don’t Be Puzzled! 10

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12. 1.0 Getting Ready: Overview 1.1 - Vision for data use 12 Getting Ready Data Capacity Vision for Data Use The Cycle of Inquiry and Action Getting Ready Identify the Issue Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results

13. 1.0 Getting Ready: Overview 1.2 - Team self-assessment of capacity 13 Getting Ready Data Capacity Vision for Data Use The Cycle of Inquiry and Action Getting Ready Identify the Issue Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results

14. 1.1/1.2 Self-Assessment: Vision and Capacity 14

15. 1.1/1.2 Self-Assessment: Vision and Capacity 15

16. Debrief with Team/Journal: Getting Ready Steps 1.1 - 1.2) Questions??? 16

17. 2.0 Identify Issues 17 ESD 113 Your partner for learning solutions

18. 2.0 Identify Issues: Overview 2.1 - Formulate Initial Questions 18 Identify Issues Formulate Initial Questions The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results Data Capacity Vision for Data Use

19. 2.1 Identify Issues: Questions 1. Your response to the issue(s) underlying the question is under your direct control. 2. Addressing the issue will be significant in terms of helping children. 19

20. 2.1 Identify Issues: Scenario KIDS FIRST, INC. Head Start 20 ESD 113 Your partner for learning solutions

21. 2.1 Identify Issues: Questions 21

22. 2.1 Identify Issues: Questions As a group : Review document 2.1a Early Learning Questions Use documents 2.1b Identifying and Prioritizing Significant Issues to select an issue appropriate to your program(s) or center(s) Use document 2.1c Developing Focusing Questions to Initiate Inquiry to formulate your own focusing question. Complete the top three sections of the Problem Statement Worksheet. 22

23. 2.1 Identify Issues: Questions 23

24. 2.0 Identify Issues: Overview 2.1 - Formulate Initial Questions 2.2 – Identify Useful Data 24 Identify Issues Identify Useful Data Formulate Initial Questions Data Capacity Vision for Data Use The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results

25. 2.2a Identifying Issues: Data 25 By Victoria L. Bernhardt

26. 2.2b Sources of Data 26 To provide the team with a protocol to follow when attempting to find data to answer a focusing question. 10 minutes

27. Debrief with Team/Journal: Identify Issues 2.1 & 2.2 Finish Process Summary, Stages 1 & 2 27

28. Lunchtime! 28 ESD 113 Your partner for learning solutions

29. 3.0 Understand Issues 29 ESD 113 Your partner for learning solutions

30. 3.0 Understand Issues: Overview 3.1 Display data for understanding 30 The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results Vision for Data Use Data Capacity Identify Useful Data Formulate Initial Questions Under- stand the Issue Display Data

31. 3.1a Data Display Checklist 31 As a team use documents 3.1a to evaluate the quality of the data display in document 3.1b 10 Minutes

32. 3.0 Understand Issues: 3.1c Data Displays Time to create a data display: What is your question? What are the data elements you’ve identified? What would NCES recommend for the chart format (i.e., Pie, Bar, etc.)? If you have your own program data, use it…if not, use data from document 3.1c Raw Program Data for Creation of Data Display, or, just make it up! Have fun with it! Reflect on the quality data display check-list. 32

33. 33 3.1b NCES – Which Graph to use? nces.ed.gov/nceskids

34. The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results 3.0 Understand Issues: Overview 3.1 Display data for understanding 3.2 Analyze the data 34 Identify Useful Data Under- stand the Issue Display Data Analyze Data Vision for Data Use Data Capacity Formulate Initial Questions

35. 3.2 Analyze Data: Data Carousel 35 Video

36. Factual Observations A statement about what the data say without any interpretation. Factual observations are the first step in the data analysis process and they provide the basis for making sound inferences. Not all observations are “factual” Observations can be colored by biases, assumptions, prejudice 36

37. 37 Strengths:Concerns: Other:

38. 3.2 Analyze Data: Data Carousel Now, you get to experience a mini-carousel. Review each of the data display mock-ups, and record your objective statements in 3 categories: Data appears to illustrate program/ center strengths Data appears to illustrate potential areas for improvement efforts Questions about the data, or suggestions for additional helpful data – Parking lot? 38

39. Debrief with Team/Journal: Understand Issues 3.1 and 3.2 39

40. Let’s Take a Break… 40

41. Let’s Recap- Example Focusing Question: What does our data tell us about kindergarten readiness of children disaggregated by sex, race/ethnicity, language, location? 41

42. Summarize and Prioritize “Concerns” Comments Group post-it notes into themes or affinity groups Use sticky dots to allow each team member to rank the theme/affinity groups If you have numerous concerns to rank, narrow to 2 or 3 “big dang deals”, then reprioritize using to identify the top issue 42

43. Example Data: Observations 20% of children are homeless 30% of children are English Language Learners, with Spanish as their first language. 50% of children who are ELL scored below 75% in widely held expectations for language, literacy, cognitive, and math. Overall, 50% of children met widely held expectations in math at the end of the program year. 35% of teachers have less than three years of experience in Head Start. 25% of the teachers with more than 10 years of experience had scores below 2.0 in the Instructional Support area of CLASS. The average daily attendance in the program was between 80 – 83% for seven of the nine months of school. 43

44. 3.0 Understand Issues 44

45. 4.0 Diagnose Cause(s) 45 ESD 113 Your partner for learning solutions

46. 4.0 Diagnose Causes 4.1 Identify and articulate the major problem behind an issue. 46 Diagnose Causes Diagnose Root Cause Vision for Data Use Display Data Analyze Data The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results Vision for Data Use Data Capacity Formulate Initial Questions Identify Useful Data Vision for Data Use Data Capacity Formulate Initial Questions

47. 4.1 Diagnose Cause: Protocols 1. As a team, review the 3 Root Cause Protocols: 4.1a Why? Why? Why? Protocol 4.1b 20 Reasons Protocol 4.1c Fishbone Analysis Protocol 2. Select 1 of the 3 protocols and apply it to your selected issue/concern. 47

48. 4.0 Diagnose Causes 48

49. 4.1d Significance & Control Protocol 49

50. 4.1e Inter-relationship Protocol 50

51. 4.0 Plan & Take Action 5.0 Evaluate Results 51 Vision for Data Use Display Data Analyze Data The Cycle of Inquiry and Action Getting Ready Identify Issues Under- stand the Issue Diagnose Causes Plan and Take Action Evaluate Results Vision for Data Use Data Capacity Formulate Initial Questions Identify Useful Data Plan and Take Action Describe Preferred End State Select Strategies & Write the Plan Evaluate Results Short-Term, & Long- Term Goals ID Data Elements to Collect

52. Debrief with Team/Journal: Complete Process Summary - Stages 3 and 4 Questions? 52

53. EXIT TASK 53 Preparation for Day 2: As a data team, complete your protocols and template (through 4.1).

54. End of day and debrief 54