Data Action Model Daniel R. Venables How Teachers Can Turn Data Into Action

1. Data Action ModelDaniel R. VenablesHow Teachers Can Turn Data Into Action Data Meeting One (60 minutes)

2. Notice and Wonder Protocol • Each person needs a 5 x 7 index card. • Quietly and individually write three or four observations evident in the data. • Observations are free from inference – just objective facts. • Each phrase must start with “I notice that…”

3. Notice and Wonder Protocol • Quietly and individually write three or four observations evident in the data. • Observations are free from inference – just objective facts. • Each phrase must start with “I notice that…”

4. Notice and Wonder Protocol • Each participant reads aloud one observation that has not been shared and the rotation continues until all observations have been shared. • Responses are recorded. • Statements begin with “I notice that…” • No discussion of observations takes place at this point.

5. Notice and Wonder Protocol • Turn over the 5 x 7 index card. • Quietly and individually write three or four speculations or question statements based on observations from Round 1. • You are not trying to solve the problem. • Each phrase must start with “I wonder why/whether…”

6. Notice and Wonder Protocol • Quietly and individually write three or four speculations or question statements based on observations from Round 1. • You are not trying to solve the problem. • Each phrase must start with “I wonder why/whether…”

7. Notice and Wonder Protocol • Each participant reads aloud one speculation that has not been shared and the rotation continues until all speculations have been shared. • Responses are recorded. • Statements begin with “I wonder why/whether…” • No discussion of speculations takes place at this point unless the facilitator asks for clarification.

8. Next Step: Exploratory Questions What issues emerged from the Wonder Statements that are worthy of further investigation? They should be significant: Will answering this question provide the kind of information that will lead to identifying gaps in learning? Narrow down the list to a single question that identifies a significant gap. Focus on one area.

9. Exploratory Questions: For example… • Are we spending too much time on drill. And how can we move from teaching primary procedures to also teaching the concepts behind them? • How are we differentiating instruction on topic X, and how might we do it better? • What, specifically, are the student having difficulty with regarding standard X? • How are we presently teaching fractions, and why do our students do so poorly on them?

10. Your turn: Exploratory Question Stems • What are we doing to teach…? • What are we presently doing about…? • Why are out students struggling with…? • What are the factors contributing to…? Litmus test: Will answering this question provide the kind of information that will lead to identifying gaps in learning?

11. We need more data… Now that we have the question, we need additional data to answer that question. Data sources must include the numerical data from previous sources, but must also include artifacts of teacher and student work. Prior to the next meeting, teachers decide what artifacts should be gathered and by whom.

12. Data Meeting Two (60 minutes)

13. Triangulating Data

14. Remember… • Significance relates to how important the gap is; Prominence relates to how common the gap is among students • Be mindful of the fact that some gaps will be both learner and instructional gaps • It is not necessary for every teacher to review every artifact • Don’t focus on things over which you have no control

15. Artifact Tracking Sheet

16. Data Meeting Three (60 minutes)

17. Write a SMART Goal • Identify Learning Gaps • Identify Instructional Gaps • Link Learning Gaps to Instructional Gaps • Set the target learning goal (SMART goal) • Decide on evaluation metric (some type of student assessment)

18. SMART Goal Samples • The percentage of 7th grade student meeting or exceeding the standard in operations with fractions will increase by 30 percent. • By the end of the first quarter, 100 percent of first graders will be able to apply strategies to add and subtract within 20. • At least 80 percent of 9th grade students will score a 3 or 4 on the “Citing Evidence from Text” portion of the Writing Rubric.

19. Between Data Meetings Three and Four

20. Conduct a Strategies Search • Each teacher finds one new strategy/instructional activity to consider for re-teaching the standard identified in the learning gap • Go beyond the textbook to find the strategy

21. Data Meeting Four (60 minutes)

22. Develop an Action Plan Review strategies and activities to determine which have the greatest potential to impact student learning. Important considerations: • Alignment to standards • Student engagement • Rigor • Relevance • Technology integration

23. Develop an Action Plan Create an action plan – the plan should identify: • Specific strategies/activities that will be implemented • Who will be responsible for each aspect of the action plan • Specific timeline for implementation of each Data Action Cycle • Target completion date to keep implementation on track – be specific • Identification of what artifacts will be needed as evidence at the end of the cycle

24. Between Data Meetings Four and Five

25. Implementation: 4 – 6 Weeks • During this time, teachers gather artifacts to document implementation of strategies/activities to address instructional gaps. • Samples of student work are reviewed by teams throughout the implementation cycle to address learning gaps. • Are we heading in the right direction in meeting our goal? • Are we facing issues that are shared by the team and should be discussed?

26. Data Meeting Five (60 minutes)

27. Evaluating Success and Determining Next Steps • Has the Learning Goal been achieved? • How do you know? • If the Learning Goal has been achieved , what will your team do next?