View
0
Download
0
Category
Preview:
Citation preview
Let the Data Speak: The Collaborative
Learning CycleAIE Conference
November 14, 2018Kansas Learning Network
https://ksdetasn.org/kln
Who are we?
The Kansas Learning Network is dedicated to supporting schools in implementing Effective Practices resulting in
successful outcomes for all learners.
Michele Hayes Jessica Mossman
Kayla Preisner Abi Sanny
WHY?
“Professional communities share common goals and view each other as a resource for exploring practice and improving learning, using data to inform their conversations and decisions”.
P. 3
The FACES of data...Fear
Compliance
Misunderstanding
Excitement
INCLUSIONOf the 9,331 teachers/principals interviewed:
http://www.act.org/content/dam/act/unsecured/documents/R1661-teachers-use-of-data-2017-12.pdf
Identified Barriers● School staff-preparation for
decision making
● Technical skill of school staff
● District Leadership support for data-informed decision making
● Sharing data across departments within a district
● Policies that provide direct access to data system
Major Barrier
● Time for data-informed decision making activities
What might it look like if these
barriers were not an issue?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
HOW
Three Basic Ways of Framing an Issue
1. Constructing a Problem Statement
2. Craft an Inquiry
3. Create a Hypothesis
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Brief Background: Middle School (Grades 6-8) with a total population of 385 students. The school is very diverse in regards to both race and socioeconomic status. There are a high number of migrant students as well as students who receive English Language Services. There is an abnormally high level of teacher turnover each year.
Crafting an Inquiry:
What might be some root causes impacting reading scores?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Data Sources: ● Attendance
● Reading Benchmark (Disaggregated)
● Classroom Walkthroughs
● Standards-Based
Focus Inquiry: What might be root causes impacting reading scores?
Activating and Engaging
Purpose: Sets the scene for exploring the data.
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
PREDICTIONS
● Based on what you know, what do you predict the average attendance was per month? ________%
● What might you predict the percentage of chronic absenteeism to be each month? _______%
What assumptions might be influencing these predictions?
What values or beliefs might be influencing these predictions?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
How does this data compare
with your initial predictions?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Explore & Discover
Purpose: To Learn and Create a Common Understanding of the Information
● What seems to be surprising or unexpected? ● What important points seem to pop out?● What might be some patterns or trends?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Organizing and Integrating: Generating Theory
Purpose: Moving from analyzing to understanding the data.
Inquiry Focus: ● What might have caused these outcomes?
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Organizing and Integrating: Generating Theory
Five Causal Categories
Curriculum Instruction Teachers Students Infrastructure
design implementation
methodsmaterialsresources
knowledgeskills
dispositions
knowledgeskills
dispositions
schedulesprogramming
resources
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Brief Background:
Middle School (Grades 6-8) with a total population of 385 students. The school is very diverse in regards to both race and socioeconomic status. There are a high number of migrant students as well as students who receive English Language Services. There is an abnormally high level of teacher turnover each year.
Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Organizing and Integrating: Generating Theory
Action:
“Effective plans include clear outcomes, measurable criteria for success, the necessary action steps, and data-driven
monitoring system for determining short - and long-term goal achievement”.
Pg. 34 Adapted from The Adaptive School (Garmston & Wellman) and Got Data? Now What? (Wellman & Lipton)
Next Steps
With your group: What might be some possible action steps that can be taken?
Final Thoughts & Exit Ticket
How has your thinking changed since we first started our time together?
Resources
Contact Us
Michele Hayesmichele.hayes@swplains.org
Jessica Mossmanjessica.mossman@swplains.org
Kayla Preisnerkayla.preisner@swplains.org
Abi Sannyabi.sanny@swplains.org
ksdetasn.org/kln@kln_ks
Recommended