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Article 31 18 Professional Development Fund Workshop

What is data?. Factual information, especially information organized for analysis or used to reason or make decisionsData is meaningless. Types of data. QuantitativeQualitativeAnecdotal. Quantitative data. Quantitative data is in numerical formExamples:NECAP test resultsAbsentee ratesSuspensi

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Article 31 18 Professional Development Fund Workshop

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    1. Article 31 (18) Professional Development Fund Workshop Using Data

    2. What is data? Factual information, especially information organized for analysis or used to reason or make decisions Data is meaningless

    3. Types of data Quantitative Qualitative Anecdotal

    4. Quantitative data Quantitative data is in numerical form Examples: NECAP test results Absentee rates Suspension rates # of students attending Post Secondary Ed ETC

    5. Qualitative data Qualitative data is not in numerical form. It can include words, photos, videos, etc. Typically it is in narrative form. Qualitative data is derived from a structured methodology. Examples: Open ended survey responses Assessment narratives End of year assessments/portfolios ETC

    6. Anecdotal data Anecdotal data is based on casual observations rather than rigorous or scientific analysis. Examples: Teacher feedback in staff meeting TA observations of recess behavior Learning Walks

    7. The more types of data you use the better

    8. Online data you can get from RIDE Data Acquisition and Reporting Calendar (2005-06) Frequently Requested Education Data (FRED) E-RIDE Resources InfoWorks SALT Survey Reports In$ight SALT Visit Reports NECAP Information/Results

    9. Local Data What do you have available and what do you want?

    10. Using data to determine a need “We shouldn’t try to do something better until we first determine if we should do it at all” Dwight D. Eisenhower

    11. Develop a tentative PD focus Look to the data to develop a “hypothesis”

    12. Triangulate Use three or more data sources to test out the hypothesis. Avoid any issues with inaccurate data Raise confidence in decisions It is a need It is a similar need with modification It is not a need

    13. Using Data to Monitor Progress “ When establishing professional development goals, it is essential to look beyond what presenters or trainers are expected to do. Our focus instead should be on what participants are expected to do and what we hope the results of their actions will be.” Thomas Gusky

    14. Establish goals for the activity/series What do you expect the participants to do during and after the activity/series? What is the anticipated impact on instruction and/or student achievement

    15. Define your criteria for effectiveness In the past questions tended to be: Did you enjoy the experience Did you like the presenter Did you learn something Do you think you will apply this knowledge New criteria- IMPACT Is there change in instruction over time Is student achievement impacted

    16. Using data to determine impact Question for reflection What reasons would you offer for evaluating any professional development effort? Who would be interested in the information gathered as part of an evaluation? Who do you believe is the most important audience for evaluation evidence? How might this information best be used?

    17. Begin with the data used to determine the need List the data you used Describe the data What changes do you want to see in the data after implementation Does the data detailed so far assess all goals If not, what other data is needed

    18. The application How this work is documented

    27. For detailed guidance (including examples) for completing the Article 31 (16) Professional Development Plan forms go to: http://www.ride.ri.gov/Certification_PD/prodev/Default.htm Beginning April 17, 2006

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