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Digging Down Deep with Data

Digging Down Deep with Data. Education Transformation Office 9-12 Instructional Coaches Academy ( iCAD ) September 20, 2010 North Miami Senior High School. Quote.

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Digging Down Deep with Data

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  1. Digging Down Deep with Data Education Transformation Office 9-12 Instructional Coaches Academy (iCAD)September 20, 2010North Miami Senior High School

  2. Quote “When public services like police protection and public education fail, the burden is disproportionately borne by the poor who cannot compensate with gated communities and private academies. The only hope for the poor is that we in public education deliver on our promise.” From Annual Growth, Catch-up Growth by Lynn Fielding, Nancy Kerr and Paul Rosier

  3. A thought • With the proliferation of data teams, lesson study groups, and PLC’s, teachers and coaches today have plenty of opportunities to engage in meaningful conversations about data that lead to student achievement.

  4. Think about your teachers Are they data savvy? Are they passive recipients of data? How can you as a coach encourage the effective use of data? How can you as a coach enhance the analytical skills of the teachers at your school?

  5. Next A typical example

  6. Who develops an IFC? Following Florida’s Continuous Improvement Model (FCIM), teachers and coaches work collaboratively during common planning to create data-driven and instructionally sound focus calendars.

  7. Quote “The most powerful way to improve education is to collect the right data and to keep them in front of the right people.” Lynn Fielding

  8. Data Literacy • Understanding and use of appropriate tools for accessing, converting, manipulating, and analyzing data.

  9. Sherlock Holmes says “Data! Data! Data!” he cried impatiently. “I can’t make bricks without clay.”

  10. Data Reports can be misleading • If looked at superficially. • If we make assumptions. We need to STOP looking at data. Instead, we need to analyze data.

  11. Key Elements of Effective Data Analysis • Look for patterns • Use guiding questions • Encourage collaboration/discussion • Develop an action plan (instructional implications) • Identify resources • Set priorities

  12. The process

  13. Big picture • What do you see overall for the school? • What do you see overall for the grade level? • Areas of strength and weaknesses • Overall gains and declines

  14. Sherlock Holmes says “The temptation to form premature theories upon insufficient data is the bane of our profession.”

  15. A closer look • Are there any small groups within a larger group that stand out? • What are specific areas of strengths and weaknesses by grade level? • Are there confirmations of prior patterns? • Are there new patterns?

  16. The details What do you observe? By class/period By targeted intervention group? Instructional implications? Instructional groups?

  17. I know this might seem random but… • Item Specifications

  18. Why use the test • Conversation starter • Less intimidating • Deeper conversations that lead to changes in instructional practices • Because ultimately data analysis should lead to changes in instructional practices • More concrete

  19. Scenario The baseline test has just been administered. The reports have been printed. You are now meeting with the 9th grade teachers to look at their reports and derive some instructional implications. Use both the report and the test to analyze the data. What are the instructional implications?

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