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DATA WISE

DATA WISE. The road to data driven decision making begins here!. Continuous Improvement Process. Step 1 Organize For Collaborative Work. START. Step 2 Building Assessment Literacy. Step 8 Act and Assess. ADVANCE 2 SPACES FORWARD. Step 7 Plan to Assess Progress. DATA. WISE.

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DATA WISE

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  1. DATA WISE The road to data driven decision making begins here! Continuous Improvement Process Step 1 Organize For Collaborative Work START Step 2 Building Assessment Literacy Step 8 Act and Assess ADVANCE2 SPACES FORWARD Step 7 Plan to Assess Progress DATA WISE Use data to avoid pitfalls You’re on the right path!! Step 3 Create A Data Overview Step 6 Develop Action Plan Keep doing the right work! Step 4 Dig Into Student Data Step 5 Examine Instruction Step 4 Dig Into Student Data Celebrate successes! Don’t fall into the cracks of analysis paralysis

  2. The Data Wise Continuous Improvement Process The Data Wise continuous improvement model is a step – by – step process and habits of mind that teams of educators can use to work collaboratively on school improvement. The eight steps help schools to Prepare, Inquire, and Act on how they will best utilize assessment data to improve teaching and learning.

  3. Introduction to Data Wise

  4. Data Wise for Continuous Improvement

  5. Stoplight Protocol Stoplight Protocol Instructions.pdf Copy of Stoplight Data Template.xlsx

  6. LET THE GAME BEGIN Caution Collaboration In Progress HERE! Congratulations On your firststep! Move 2 steps Forward… STARTHERE STEP 1 Organize for Collaborative Work

  7. Organize for Collaborative Work Build Data Teams to organize data and facilitate data use. • Members of team and define roles • Level of teams/ District/ Building/ Grade • Establish team structure within schools to allow for data • discussions • 2. Establish norms for collaborative work • 3. Use protocols to structure conversations • 4. Complete Data Inventory and Instructional Initiatives • Inventory

  8. Step 1: Organizing for Collaborative Work Use the rubric to assess where your school data team is in Step 1 of the Data Wise process.

  9. WHAT ARE DATA TEAMS? • Data teams are collaborative teams designed to improve teaching, learning, and leadership. • It is deliberate, frequent, and systematic practices that have a dramatic impact on student achievement. • Data teams are the marriage between professional collaboration and data – driven decision making. (Laura Besser, 2010)

  10. Storming and Norming • Brainstorming: • Use sticky notes to individually write down three norms that will be important to our work together as a data team. • 2. Discussion: • Share and discuss your norms with your neighbor and work to reduce your list to three norms. • Partner with another pair to share and discuss your norms. Reduce your list to three norms. • 3. Synthesis: • Formulate norms where they may be some disagreement. • 4. Consensus: • Group agrees to use the norms and revisit them regularly. • They also agree that it is a working list and can be revised at any time.

  11. Guides the team through the Data Teams process steps. • Facilitates collaboration around standards, common assessments and common research – based instructional strategies. • Leads the team in Decision – Making for Results process. • Makes sure team follows pre – determined timeframes. • Keeps team members informed of available time per step. • Takes minutes using the template provided. • Distributes minutes to team members and appropriate stakeholders. • Gathers the data from all team members. • Creates tables/charts/graphs that represent assessment results. • Communicates results to team members and appropriate stakeholders. • Posts incremental assessment data. • Manages the creation of a narrative (cause data) that accompanies the numbers (effect data). • Keeps dialogue focused on step in the process. • Reminds team of purpose and tasks when necessary. • Responsibility of all team members. • Contributes to dialogue. • Commits to decisions of team. • Respectfully poses questions. • Uses active listening. Data Team Roles Facilitator/Team Leader Time Keeper/Recorder Data Wall Curator Data Technician Focus Monitor Engaged Participant

  12. Data Inventory • What external, internal, and student specific assessments for we administer? • What content areas are assessed with each? • What other student specific information do we gather? • When is each type of data collected? • How can teachers find these data? • How are the data used now? • What might be a more effective use of the data? • What data do we wish we had?

  13. Sample Data Inventory

  14. Sample Instructional Initiatives Inventory

  15. Sample Agenda Sample Agenda

  16. Step 1: Organizing for Collaborative Work Use the rubric to assess where your school data team is in Step 1 of the Data Wise process.

  17. A C E

  18. MORE TO COME! DATA WISE Congratulations On your firststep! MORE TO COME Move 2 steps Forward… STEP 1 Organize for Collaborative Work

  19. Next Steps! We’re on Step 2!!! WE ARE ON OUR WAY! STEP 2 Building Assessment Literacy

  20. Datawise Step 2: Build Assessment Literacy • Principles for Interpreting Assessment Results • Assessment Terminology • Assessment Uses • Assessment Types

  21. Building Assessment Literacy To use data effectively, you need to support team members in learning how to read and interpret data reports. Although this step is located in the Prepare phase of the process, you will find that it is a good idea to build assessment literacy throughout all the steps as you expand the number of data sources you consult and deepen the kinds of questions that you ask of the data.

  22. What is “assessment literacy?” An assessment literate individual is one who understands how student assessment can enable them to better carry out their role in education better, believes that assessment can improve teaching and learning, and puts activities and behaviors to act on these beliefs into place. What are the essential elements of this statement?

  23. Why should we be assessment literate? Build assessment literacy so that faculty can: • Develop a working knowledge of the key concepts of data reporting to assess data appropriately. • Understand the limitations of the data you have. • Know the appropriate application of the information assessments provide (both formative and summative assessments). • Triangulate data sources for a more complete picture of what is really happening.

  24. Principles for Interpreting Results Work with a partner or in small groups to match the assessment terminology with the definition. validity ? Scale score ? Grade equivalent Percentile rank Performance levels ? ? ? Cut score Student learning objective ? reliability ? Raw score

  25. EXIT 1 DIAGNOSTIC ASSESSMENTS • What do my students know before instruction begins? • Given at the beginning of a lesson, unit, and or semester • Informs & guides instructional practices • Baseline data that is used to create differentiated groups • Developed to mirror the expectations of the Summative Assessment • Prescriptive • NOT used for grades • Is a type of formative assessment

  26. EXIT 2 FORMATIVE ASSESSMENTS • How are my students doing thus far? • Assessment FOR &AS learning • Small-scale, short-cycle assessments given to diagnose where students are in their learning • Inform instructional decisions & student learning needs • Based on standards • Allow students to verify their learning & receive “actionable” feedback • Used daily in classrooms formally or informally

  27. EXIT 3 SUMMATIVE ASSESSMENTS • How well did my students master the standards? • Assessment OFLearning • Usually comes at the end of instruction (unit, lesson, or semester) • Includes unit tests, performance-based assignments, and all state-mandated assessments (CRCT, ITBS, GA Writing, GHGST, and eventually PARCC Assessment) • Should contain multiple types of assessment questions • Students can “recover” from low performance on this assessment • Counts as a grade

  28. Next Steps! We’re on Step 2!!! WE ARE ON OUR WAY! STEP 2 Building Assessment Literacy

  29. STEP 3 BEGINS WORK IN PROGRESS HERE! Create A Data Overview!! Move 2 steps Forward… STEP 3 Create a Data Overview

  30. Creating a Data Overview • Decide on educational questions – a priority question • Begin with overview of standardized test results • Utilize data analysis tools – Protocol for Examining Data • Create graphic displays - Complete prior to viewing data • Surface experiences and expectations • 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?

  31. Create a Data Overview Protocol for Examining Data Purpose: To guide a group through analysis of datato identify strengths and problems of practice. Overview of Data (3 minutes) Step 1: What parts of the data catch your attention? Just the facts. (8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group) Step 2: What does the data tell us? What does the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7 minutes discussing as a group) Step 3: What good news is there to celebrate? (5 minutes to identify strengths) Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual ideas for practice, 7 minutes for group discussion) Step 5: What are our key conclusions? What recommendations does the team have for addressing the problem of practice?

  32. Three I Summary Reflections

  33. STEP 3 BEGINS WORK IN PROGRESS HERE! Create A Data Overview!! Move 2 steps Forward… STEP 3 Create a Data Overview

  34. RESOURCES Data Wise Graphic Blank Data Wise Graphic Data Wise 8 Steps labels Balanced Assessment Wheel Assessment labels Assessment Terms and Definitions

  35. THANK YOU!!!! Questions? More Information? Carla Austin Title I Lead Data Support Specialist austinc1@fultonschools.org 786 Cleveland Avenue, SW Atlanta, Georgia 30315 @austin_carla

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