Session Three Data Overview sharing Looking at Student Work (Step 4 Digging into Data) Looking at Teaching Practice (Step 5 Examining Instruction)

Looking at Student Work Group Practice What do you see? Can you identify a Learner-Centered Problem? What other information do you need?

Observation Rubrics Walk-throughs Extended observations Performance indicators Evidence collections: Portfolios, etc.

Data Wise Section III: Act Step Six: Developing an Action Plan Step Seven: Planning to Assess Progress Step Eight: Acting and Assessing

Step Six Develop an Action Plan Creating a plan of action is a way to translate what you have learned through analyzing a broad swath of data into concrete strategies for improving teaching and learning.

Step Six Developing an Action Plan Decide on an instructional strategy or strategies. Agree on what your plan will look like in classrooms. Put the plan down on paper. Plan how you will know if the plan is working.

Decide on an instructional strategy or strategies. Clarify the scope of the plan. Who, what, when, where, and how. Broad enough, but specific enough. Present a coordinated effort.

Cautions Be judicious with outside interventions. Be prepared for push-back. Check your compass Where are we? Where will this take us?

Agree on what your plan will look like in classrooms. Develop a common vision for implementation Create shared understanding by using indicators or “look-fors” Differentiate for curriculum, teaching variables, and student need

Example: Pg. 125 What could make this example stronger, clearer, or better?

Put the plan down on paper What are the tasks? Who is going to do them? When will they be done? How will we assess? When will they be assessed?

Compare/Contrast Look at the charts on 131 and 133. Compare the examples you see. Benefits/Issues What could make these examples stronger, clearer, or better?

Step Seven: Planning to Assess Progress What assessments will be used to measure progress? When will each type of assessment data be collected? Who is responsible for collecting and keeping track of the data? How will the data be shared among stakeholders? What are the goals for student improvement and proficiency?

Data Source Time Frame Short-term data Daily or weekly from student work or interactions Medium-term data Periodic intervals from grade, department, or school community Long-term data Annually from summative assessments

Examples Pg. 142 Pg. 146 Benefits/Issues

SMART Goals Establishes a culture of internal accountability Recursive

SMART Goals Improvement goals Growth Proficiency goals Competence Proficiency takes time, but continuous growth is expected.

Step Eight: Acting and Assessing Are we all on the same page? Are we doing what we said we’d do? Are our students learning more? Where do we go from here?

Are we all on the same page? Use teams for support and internal accountability

Are we doing what we said we’d do? Promote consistency rather than conformity

Are our students learning more? Frequently gather data to observe progress trends. Be prepared to change course if data shows corrections need to be made.

Where do we go from here? Celebrate successes Identify needs Build on the work we have done

The Data Wise Improvement Process

Points to Remember The process of using data to improve learning and teaching should be focused, malleable, and manageable. Every stakeholder should have an informed voice in the discussion. Higher scores will come when we improve teaching and learning experiences. Effective change needs time and active engagement with the change process.

Practical Application Build a solid foundation of teams and communication Start small, big success Be faithful to the process Be open and responsive to concerns, needs, and ideas Monitor, but allow for leadership in-house Stay positive