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Michigan Merit Examination ELA Assessment Analysis

Michigan Merit Examination ELA Assessment Analysis. Presented by: Dr. Joan Livingston. Introduce yourself to the group. Learning Targets for Today. To gain an understanding of the Data Driven Dialogue Process & the Collaborative Learning Cycle To determine what the data is telling us

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Michigan Merit Examination ELA Assessment Analysis

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  1. Michigan Merit Examination ELA Assessment Analysis Presented by: Dr. Joan Livingston

  2. Introduce yourself to the group

  3. Learning Targets for Today • To gain an understanding of the Data Driven Dialogue Process & the Collaborative Learning Cycle • To determine what the data is telling us • To determine a plan of action for our schools based on what the data tells us

  4. Talk with your team members… • What is your role with data? • Data is……..

  5. Data Driven Dialogue • A collective process designed to create a shared understanding of issues using information from different sources.

  6. Why Data Driven Dialogue? A shifting focus: • Teaching focus Learning focus • Teaching as a private practice Teaching as a collaborative practice • Accountability Responsibility • School improvement as an option School improvement as a requirement

  7. Collaborative Learning Cycle

  8. Activating and Engaging The first step of the Collaborative Inquiry Process Purpose: To surface our experiences and expectations for the data • No data to present • Make predictions about the data

  9. 1) Activating and Engaging • What are our underlying feelings about the data? • What are some predictions we are making? • With what assumptions are we entering? • What are some questions we are asking? • What are some possibilities for learning that this experience presents to us?

  10. 2) Exploring and Discovering Purpose: To analyze the data • Data is present • The word “because” is banned • It is not the time to explain • Group members distinguish, sort, classify, analyze, compare, and contrast while viewing the data set

  11. Exploring and Discovering • What important points seem to “pop-out”? • What are some patterns, categories or trends that are emerging? • What seems to be surprising or unexpected? • What are some things we have not yet explored?

  12. 3) Organizing and Integrating • Sort, classify, compare, and contrast while viewing the data set • Organizes the transition to formal problem finding and problem solving setting the scene for detailed planning processes Purpose: To generate a theory of causes and actions • Likely causes are generated • These causes may lead to theories and action plans only if additional data confirm and clarify the original data source.

  13. Organizing and Integrating • What inferences/explanations/conclusions might we draw? (causation) • What additional data sources might we explore to verify our explanations? (confirmation) • What are some solutions we might explore as a result of our conclusions? (action) • What data will we need to collect to guide implementation? (calibration)

  14. MEAP Writing and School MME Writing Reports • Writing Performance Levels • Levels 1 & 2 indicate proficient • Performance levels for each high school, district, and state for 2010-2012 • Subgroup data • Standards comparison data

  15. Exploring and Discovering Have a conversation about your “code” reactions to content of memo ! Surprises you had ? Questions you had  What you found interesting

  16. Let’s dig into our data!

  17. Exploring and Discovering/Organizing and Interpreting Here’s What!—Exploring and Discovering • The data So What?—Exploring and Discovering • The interpretation of the data Now What?—Organizing and Interpreting An implication, question or suggested next step(s)

  18. Sharing our thoughts/plans

  19. Back at your School…… • Meet in data analysis teams: As a school you could have a conversation of who should be on these teams • Make plans to facilitate data analysis at your school • Seek support of your CLASS A coach to access the data in CLASS A

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