Early Learning Data Institute

1. ESD 113 Your partner for learning solutions Early Learning Data Institute Using the Cycle of Inquiry and Action For Program Improvement esd113.org

2. ESD 113 Your partner for learning solutions Welcome and Introductions

3. Overview of the Two Days Day 1 Day 2 The big picture Digging Deeper Getting Ready and Issues Plan and Evaluate Diagnosing Causes Application to your context

4. Today’s Agenda Understanding Issues

5. Today’s Objectives • Learn concepts related to: • Team readiness for use of data • Creating focusing questions • Gathering, displaying and analyzing data • Understanding underlying causes • Apply these concepts and related tools to real-life data and begin construction of data action plan.

6. The Big Picture Priority #1:Explore and adapt a toolset that will support teams to systemically improve how they use data. Priority #2: Build capacity to sustain and expand the use of data in systemic improvement and prepare a plan for application of new learning.

7. To download materials: esd113.org/datacoach Click “Early Learning Institute” link (on left menu bar) -or- esd113.org/page/1529

8. Your Expectations??? Where do you hope your data team will be after these two days?

9. ESD 113 Your partner for learning solutions 1.0 Getting Ready –

10. Don’t Be Puzzled!

12. 1.0 Getting Ready: Overview • Getting Ready • Vision for Data Use 1.1 - Vision for data use • Data Capacity

13. 1.0 Getting Ready: Overview • Getting Ready • Data Capacity • Vision for Data Use 1.2 - Team self-assessment of capacity

14. 1.1/1.2 Self-Assessment: Vision and Capacity

15. 1.1/1.2 Self-Assessment: Vision and Capacity

16. Debrief with Team/Journal: Getting Ready Steps 1.1 - 1.2)Questions???

17. ESD 113 Your partner for learning solutions 2.0 Identify Issues

18. 2.0 Identify Issues: Overview • Formulate Initial Questions • Data Capacity • Vision for Data Use • Identify Issues 2.1 - Formulate Initial Questions

19. 2.1 Identify Issues: Questions • Your response to the issue(s) underlying the question is under your direct control. • Addressing the issue will be significant in terms of helping children.

20. 2.1 Identify Issues: Scenario ESD 113 Your partner for learning solutions KIDS FIRST, INC. Head Start

21. 2.1 Identify Issues: Questions

22. 2.1 Identify Issues: Questions As a group: • Review document 2.1a Early Learning Questions • Use documents 2.1b Identifying and Prioritizing Significant Issues to select an issue appropriate to your program(s) or center(s) • Use document 2.1c Developing Focusing Questions to Initiate Inquiryto formulate your own focusing question. • Complete the top three sections of the Problem Statement Worksheet.

23. 2.1 Identify Issues: Questions

24. 2.0 Identify Issues: Overview • Data Capacity • Identify Useful Data • Vision for Data Use • Formulate Initial Questions • Identify Issues 2.1 - Formulate Initial Questions 2.2 – Identify Useful Data

25. 2.2a Identifying Issues: Data By Victoria L. Bernhardt

26. 2.2b Sources of Data To provide the team with a protocol to follow when attempting to find data to answer a focusing question. 10 minutes

27. Debrief with Team/Journal:Identify Issues 2.1 & 2.2 Finish Process Summary, Stages 1 & 2

28. ESD 113 Your partner for learning solutions Lunchtime!

29. ESD 113 Your partner for learning solutions 3.0 Understand Issues

30. 3.0 Understand Issues: Overview • Identify Useful Data 3.1 Display data for understanding • Data Capacity • Under-stand the Issue • Vision for Data Use • Formulate Initial Questions • Display Data

31. 3.1a Data Display Checklist As a team use documents 3.1a to evaluate the quality of the data display in document 3.1b 10 Minutes

32. 3.0 Understand Issues:3.1cData Displays Time to create a data display: • What is your question? • What are the data elements you’ve identified? • What would NCES recommend for the chart format (i.e., Pie, Bar, etc.)? • If you have your own program data, use it…if not, use data from document 3.1c Raw Program Data for Creation of Data Display, or, just make it up! • Have fun with it! • Reflect on the quality data display check-list.

33. 3.1bNCES – Which Graph to use? nces.ed.gov/nceskids

34. 3.0 Understand Issues: Overview • Identify Useful Data 3.1 Display data for understanding 3.2 Analyze the data • Under-stand the Issue • Vision for Data Use • Data Capacity • Formulate Initial Questions • Display Data • AnalyzeData

35. 3.2 Analyze Data: Data Carousel Video

36. Factual Observations A statement about what the data say without any interpretation. Factual observations are the first step in the data analysis process and they provide the basis for making sound inferences. • Not all observations are “factual” • Observations can be colored by biases, assumptions, prejudice

37. Strengths: Concerns: Other:

38. 3.2 Analyze Data: Data Carousel Now, you get to experience a mini-carousel. Review each of the data display mock-ups, and record your objective statements in 3 categories: • Data appears to illustrate program/ center strengths • Data appears to illustrate potential areas for improvement efforts • Questions about the data, or suggestions for additional helpful data – Parking lot?

39. Debrief with Team/Journal: Understand Issues 3.1 and 3.2

40. Let’s Take a Break…

41. Let’s Recap- Example Focusing Question: What does our data tell us about kindergarten readiness of children disaggregated by sex, race/ethnicity, language, location?

42. Summarize and Prioritize “Concerns” Comments • Group post-it notes into themes or affinity groups • Use sticky dots to allow each team member to rank the theme/affinity groups • If you have numerous concerns to rank, narrow to 2 or 3 “big dang deals”, then reprioritize using to identify the top issue

43. Example Data: Observations • 20% of children are homeless • 30% of children are English Language Learners, with Spanish as their first language. • 50% of children who are ELL scored below 75% in widely held expectations for language, literacy, cognitive, and math. • Overall, 50% of children met widely held expectations in math at the end of the program year. • 35% of teachers have less than three years of experience in Head Start. • 25% of the teachers with more than 10 years of experience had scores below 2.0 in the Instructional Support area of CLASS. • The average daily attendance in the program was between 80 – 83% for seven of the nine months of school.

44. 3.0 Understand Issues

45. ESD 113 Your partner for learning solutions 4.0 Diagnose Cause(s)

46. 4.0 Diagnose Causes • Identify Useful Data • Display Data • Analyze Data 4.1 Identify and articulate the major problem behind an issue. • Data Capacity • Data Capacity • Vision for Data Use • Diagnose Causes • Vision for Data Use • Vision for Data Use • Formulate Initial Questions • Formulate Initial Questions • Diagnose Root Cause

47. 4.1 Diagnose Cause: Protocols 1. As a team, review the 3 Root Cause Protocols: • 4.1a Why? Why? Why? Protocol • 4.1b 20 Reasons Protocol • 4.1c Fishbone Analysis Protocol 2. Select 1 of the 3 protocols and apply it to your selected issue/concern.

48. 4.0 Diagnose Causes

49. 4.1d Significance & Control Protocol

50. 4.1eInter-relationship Protocol