Data Driven Professional Learning Communities Hertford County

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Parking Lot Breaks Norms Housekeeping Beth Sign-in – please sign in so that we will have a record that you attended; verify a central office coordinator Parking Lot – A “parking lot” or chart paper will be posted on the wall. Participants are asked to keep track of their questions and/or issues and post them throughout the session. Breaks – Breaks are scheduled throughout the session. Please take breaks as needed. No food allowed in the rooms. Norms – next slide

Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose Beth

Learning Outcomes To identify skills needed to become data literate. To identify the attributes of an effective data driven PLC. To identify the process needed to effectively collect, interpret, and use data effectively to improve student learning. To reflect upon our strengths and challenges to improve our use of data.

Making Connections with the NCEES STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. Let’s have a quick review of the standards before we delve into them more deeply. St. 1 - Leadership in and beyond the classroom. Teachers take responsibility for all students’ learning and use data to drive instruction. They establish a safe learning environment. They strive to lead the profession and serve as an advocate for students. St. 2 - Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. They embrace diversity, treat students as individuals, adapt their teaching, and work collaboratively. St. 3 - Teachers align their instruction w the NCSCOS, know their content, and teach relevant, connected lessons. St. 4 - Teachers understand learning, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. St. 5 - Teachers analyze student learning and think critically about learning in their classrooms. They seek appropriate pd that matches their professional goals, and they are active learners. When you are finished sharing the posters, you can talk about standard 6. Use this if you would like: This is the newest standard, and there is much more work underway to determine how this standard will be measured. While principals should, of course, always be looking for evidence of student learning, there will be no “observation-based” component to Standard Six. Some are concerned that the sixth standard means more work for principals. It really doesn’t since the rating will be based squarely on data that are collected and aggregated by the state. Here is some help for responding if there are questions: (Tread carefully here…and remind principals not to shoot the messenger!) This info was on the Superintendent's update from Dr. Atkinson and I think it provides a good "blurb" to include somewhere in our training. Teacher Effectiveness: Sixth Standard Update - Effective this school year, the State Board of Education has added a sixth standard to the Teacher Evaluation Instrument. A teacher’s rating on the sixth standard will be based on whether a teacher’s students meet growth expectations, exceed growth expectations, or fail to meet growth expectations. An average of three years of student growth information will be used to determine the teacher’s rating. Only teachers with three or more years of data will receive a formal rating on the sixth standard, although principals are encouraged to discuss any student growth information with teachers. For the 2011-12 school year, there will be no state-mandated consequences for teachers based on their sixth standard rating. The sixth standard requires no change to the evaluation process during the school year. The standard will be automatically populated through the use of three years of data points on student growth. Principals and other classroom observers do not need to take additional action during the year to ensure that data is included. Detailed webinar information will be included in the next communication. For additional information please contact Jenn Preston, Race to the Top Project Coordinator for Teacher Effectiveness, at jennifer.preston@dpi.nc.gov. https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf

What is a Data Driven Professional Learning Community? Affinity Diagram Individually and Silently Consider what you know about PLCs Write one thought per sticky note Use as many sticky notes as you like Whole Table: Quietly Combine and organize all sticky notes on the table Identify three major ideas/themes that emerged Prepare to share with the group MS Office Clip Art

“In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to achieve what they cannot accomplish alone.” --“PLC at Work” by Rick and Rebecca DuFour and Robert Eaker

Cultural Shifts in Professional Learning Communities Maybe use the dufour article here?

A Shift in the Work of Teachers From privatization of practice to collaboration From decisions made on the basis of individual preferences… to decisions made collectively by building sharing knowledge of best practice From “collaborative lite” on matters unrelated to student achievement… to collaboration explicitly focused on issues and questions that most impact student achievement From an assumption that “these are my kids, those are your kids”… to an assumption that “these are our kids”

Are you Data Literate? Data literacy refers to one's level of understanding of how to find, evaluate, and use data to inform instruction. A data literate person possesses the knowledge to gather, analyze, and graphically convey information and data to support decision making. A data literate person considers relevant data when making important decisions. This process is often called data-driven decision making and refers to teachers, principals, and administrators systematically collecting and analyzing various types of data to guide a range of decisions with the aim of helping to improve the success of students and schools.

Skills Required to be Data Literate Data Location Data Comprehension . Find the relevant pieces of data in the data system or display. Understand what the data signify. Figure out what the data mean. Select an instructional approach that addresses the situation. Frame instructionally relevant questions. Instructional Decision Making Data Interpretation Posing Questions

More information about this site can be located What is Data? What does “data” mean to you? Enter one word that comes to mind when you think of “data”. Post your thoughts/words on Answergarden found here http://bit.ly/datapitt More information about this site can be located http://answergarden.ch/about-AnswerGarden/

Introduction to Data Literacy http://center.ncsu.edu/nc/ Preview the module Listen to the video Take them to the pre-assessment If they do not have access- share or use printed version Or move to the next activity

Establishing a Data Driven Professional Learning Community

Attributes of a REAL Professional Learning Community Focused exclusively on learning and teaching. Focused on DATA! Allows teachers to focus on developing supportive relationships. Provides ongoing teacher professional development. Increase teaching expertise for participating teachers. 17

Meeting the Needs of All Learners How do you address the questions: What is it we expect students to learn? How will we know they have learned it? How will we respond when they don’t learn it? How will we respond when they already know it? Summer Institute 2011-2012 Rebecca DuFour http://www.youtube.com/embed/Ds7fmtamZ5w?rel=0%22%20frameborder=%220%22%20allowfullscreen

What a Professional Learning Community Looks Like As you watch this video of a Professional Learning Community, consider the following questions. What aspects of the PLC on the video look like what is currently happening in your school? Was it obvious what the teachers wanted their students to learn? How do you know? What do you like about the PLC seen in the video? Why? Need to get up to do something

Penzu Reflection Use your online journal to reflect upon the questions below. Be prepared to share your thoughts with colleagues. What aspects of the PLC on the video look like what is currently happening in your school? Was it obvious what the teachers wanted their students to learn? How do you know? What do you like about the PLC seen in the video? Why? Lewis Carroll opined, “If you don't know where you are going, any road will get you there.” As educators we cannot let ourselves be in that position. By becoming data literate, we can set our destination and determine our path to get there.

Let’s Learn More about Data Doing what Works http://dww.ed.gov/media/DDI/DDDM/CI/Learn/flashoverview/index.htm

Problem Solving Meeting Foundations 4/27/2017 Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions At each stage of the problem solving process, the team’s use of data is critical to inform decision-making. Beth Have participants take Tips card out of packet and keep readily available on their tabe/desk each click will prompt a bubble with more explanation, beginning with the center (Collect and use Data) TIPS is a problem solving model that is similar to other iterative evaluative processes. It provides a structure for collaborative improvement so that individuals time is valued and focused. The TIPS process was designed to improve team decision-making about school-wide challenges, the steps of the process are just as effective when used informally by a teacher problem-solving in the classroom. OR by us as we attempt to guide the ELD summer institute. Decision making is aided by access to data, but still relies on experience and observation.  Data-based decision-making is integral to the TIPS process, and so is located in the center of the graphic. (Newton et al, 2009)

Monitor & Evaluate Results Data Team Process Collect Analyze Set SMART Goals Determine Strategies Monitor & Evaluate Results

Data Categories Achievement Demographic Program Perception Teachers use this data at the beginning of the school year to determine the entry level of performance and instructional effectiveness. Demographic Teachers use this data to determine the subset of students and their grades or determine outside factors that affect student performance. Program Teachers collect this data to identify what instructional effectiveness of the strategies that were implemented. Perception Teachers may collect this data from students to determine how the students feel about their school.

Data Collection Carousel Identify your chart by using your playing card 1- Achievement 2- Demographic 3- Program 4- Perception On the left-chart types of data in each category On the right-chart methods of collecting the data in each category Move to next poster when you hear the signal Beth We will either set a timer for 3 mins or use music (Ivanna’s phone-heheh) to move. They should move quickly around the room to each chart.

D.R.I.P. What does it mean? Data Rich Information Poor Skill #1: Data Location What does it mean? Data Rich Information Poor Check to see if any participants have heard of this acronym. (Then advance the slide to show what it stands for…) Image from Microsoft Online Images

Doug Reeves on Data Handout: Protocol Steps Note that the hyperlink takes you to the page where the video is located. PD Leads will need to scroll down to the video titled: Data Teams: The PLC in Practice __________________________________ There are many research-based protocols for effective use of data in the educational setting. All protocols share the goal of using data to drive instructional practice that promotes student achievement. We are about to watch a brief video clip of Doug Reeves from the Leadership and Learning Center. He will share with is some common-sense insight into the effective use of data teams. His frame for the discussion is based upon practices of a Professional Learning Community. As we watch the video, use the viewing guide handout to take a closer look at each of the suggested protocol steps in terms of your own district or charter.

Six-Step Partners To complete the second column, we will be moving around the room to share what we completed with others and also gain insight from colleagues’ answers. You may want to take a piece of paper or your laptop with you as you listen and share. However, you are also free to roam and record your insights after the activity. To complete the second column of the treasure hunt. Direct participants to stand and find a partner at least six steps from their seat. This partner should be someone from another LEA or charter. Each participant will introduce himself/herself and engage in a conversation around the question provided. When the facilitator indicates it is time to find a new partner, each participant will find a new partner a minimum of six steps from the original partner. Again, the partner should be someone from another LEA/Charter. The process continues until the facilitator sends participants back to their seats. http://goo.gl/Vb2g8

Charting and Analyzing Data Patterns Review the following websites and documents http://report.ncsu.edu/ncpublicscho ols/ http://www.ncpublicschools.org/ac countability/reporting/leaperforman cearchive/ Guiding questions for analysis and interpretations Identification of characteristics of proficiency on an objective using a specific assignment/assessment. A team of teachers collectively agree on what the team believes constitutes a proficient response on a selected text and question. Diagnosis student strengths and needs on the performance. The team examines three student papers to determine if the response is proficient and to identify what the student knows and still needs to learn. Identification of next instructional steps based on the diagnosis. The team identifies next instructional steps including what questions the teacher might want to ask the student to better understand his/her thinking, what feedback the teacher might give and what re-teaching might need to take place for the whole or part of the class.

Setting SMART Goals and Instructional Strategies Review the following documents and discuss with your group. Determining Instructional Strategies to Address the Goals SMART Goals Smart Goal Worksheet

Penzu Reflection Use your online journal to reflect upon the questions below. Be prepared to share your thoughts with colleagues. What are your strengths in effective data collection and use? What obstacles create challenges for effective collection and use of data? What are your next steps? Lewis Carroll opined, “If you don't know where you are going, any road will get you there.” As educators we cannot let ourselves be in that position. By becoming data literate, we can set our destination and determine our path to get there.

Questions

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