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Tools for Taking Inquiry to Action …

Join Sue Furth from OSPI and Colleen Miller from WSSDA as they discuss the importance of data inquiry in making informed decisions. Learn about the theory of action and the role of a data coach in establishing a culture of inquiry and systemic data use focused on student success.

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Tools for Taking Inquiry to Action …

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  1. Tools for Taking Inquiry to Action… WSSDA 2013 Annual Conference Sunday, November 24th, 2013 Sue Furth, OSPI Colleen Miller, WSSDA

  2. When I say “data”…. • Is this …….. how you feel?

  3. Planning for the End in Mind: Peter Fox graphic

  4. Why Data Inquiry? Data inquiry frames a process that allows us to make informed decisions

  5. Data Use Theory of Action

  6. The Inquiry Puzzle With your group/table, please take 5 minutes to lay out the Cycle of Inquiry Action colored puzzle pieces (large font cards) on the “board spaces”. Each Inquiry Action has an associated set of activities (small font cards).

  7. Role of The Data Coach • A data coach helps districts and schools establish a culture of inquiry and systemic data use focused on student success. Data coaches have the knowledge, skills, and tools that enable them to facilitate the development of this culture by building the capacity of district and school personnel to: • create a vision for inquiry and systemic data use for continuous improvement, • establish the technical and organizational infrastructure necessary to support inquiry and systemic data use, and • use the inquiry process and relevant data to promote student success.

  8. Where we are going.... Cycle of Inquiry & Action

  9. Start with the questions, then connect the data. Who? Where? Then where? What? How? Why?

  10. Identify Issues: Formulate Initial Questions. Identify Potentially Useful Data.

  11. Identify Issues: What Data to Collect? Adapted from Victoria Bernhardt, Data Analysis for Continuous School Improvement 2004

  12. Understand Issues: • Display data for understanding • Analyze the data.

  13. Understand Issues: Analyzing the Data

  14. Diagnose Cause(s): • Identify and articulate the major problem behind an underlying issue. • Identify root cause or causes of a problem.

  15. It is the adults who create and maintain learning opportunities for the children they serve. The outcomes that children experience, therefore, are determined by the practices of adults in the learning environment. The Problem of Practice

  16. Identifying the Problem: Two Sides of the Same Coin Problem Statement Expressed in terms of what children are having difficulty with. E.g. Our children are having difficulty following multi-step directions. Problem of Practice Expressed in terms of the teaching, administrative, organizational, and structural practices related to the learner-centered problem. E.g. We do not give our children enough practice with multi-step tasks.

  17. Plan and Take Action: • Clearly Describe the ‘End State.’ • Plan to implement strategies.

  18. Describing the End State (goal): • The challenge is to provide evidence of change.

  19. Evaluation: • Short term monitoring (formative) of the strategies. • Long term plan goal evaluation (summative).

  20. Complete Cycle of Inquiry & Action

  21. Thank You! c.miller@wssda.org Sue.Furth@k12.wa.us

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