1. Data Driven Professional Learning Communities
Hertford County

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net
Add this wiki space to your favorites
Download and save the agenda, presentation and handouts found under “Region 1 Events”

3. 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

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

5. 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.

6. 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 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

7. 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

8. “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

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

10. 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”

12. 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.

13. 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

14. 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
More information about this site can be located

15. Introduction to Data Literacy
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

16. Establishing a Data Driven Professional Learning Community

17. 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

18. 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 Rebecca DuFour

19. 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

20. 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.

21. Let’s Learn More about Data
Doing what Works

22. 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)

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

24. 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.

25. 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.

26. 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

27. 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.

28. 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.

29. Charting and Analyzing Data Patterns
Review the following websites and documents
ols/
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.

30. 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

31. 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.

32. Questions

33. Your feedback is important to us!
Reflection
Visit:
Complete the plus/delta by clicking on the link provided on the bottom of the agenda.
Your feedback is important to us!