Deena Abu-Lughod 1 Children First Intensive Using Data, Part I: Improving Schools Through Collaborative Inquiry (Introduction to the Consensogram and Network

1Deena Abu-Lughod

Children First Intensive

Using Data, Part I: Improving Schools Through Collaborative

Inquiry

(Introduction to the Consensogram and Network Data)

ESO Networks 14 and 19May 20, 2009 Rm 63 1230 Zerega Ave.

Facilitator:

Deena Abu-Lughod, Senior Achievement Facilitator

Adapted from Nancy Love, Presentation to SAFs, April 2, 2009

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Learning Intention

Build capacity to move into and sustain system-level change by:

Broadening support for collaborative inquiry

Using collaborative data tools to: Expand and deepen data-driven dialogue

throughout the school Examine current state of inquiry and systems

that produce learning Shift conversations toward systemic conditions Strengthen collaborative culture

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Core Process

Phase II: Move the

Students

Phase I: Identify

Students and

Targets

Phase III: Move the

System

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Analyze systems that

produced conditions of

learning

Design and implement change strategy

Evaluate and revise based on interim progress

measures

5

A More Detailed Look at the Inquiry Process: Phase III

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Agenda

Every Teacher Engaged in Inquiry

Consensogram and Data-Driven Dialogue

Data-Driven Dialogue on Network-level ELA data

Principles of Effective Data Use

Lunch

Examining Systems and Shifting Conversations: Verify Causes Tree (second PPT)

Reflection

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Essential Question

How can we deepen and expand collaborative inquiry in our schools? Bring more students into the sphere of success?

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Assumption

Collaborative inquiry – school teams constructing meaning of student-learning

problems and testing out solutions together through rigorous use of data and reflective dialogue – unleashes the resourcefulness

of educators to continuously improve student learning.

From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

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What Inquiry Teams Do

Engage in deep self-study using quantitative and qualitative data to change instructional practice in order to accelerate student progress;

Meet at school on a regular basis to find an effective change strategy for moving a small group of students;

Take what they have learned to implement school-wide change strategies.

NYC Children First Intensive

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INQUIRY TEAM

INQUIRY TEAM

INQUIRY TEAM

INQUIRY TEAM


INQUIRY TEAM

TARGET POPULATION

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Other models?

X4: Every teacher conducted an action research project

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Data-Driven Dialogue Buddies

Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004.

Julissa Vanessa Carl Tommy


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Data-Driven Dialogue

Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004.


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Consensogram

Quick and dirty surveys of Beliefs and Perceptions> Learn a tool> Learn more about your context> Demonstrate process for learning from any kind of

data> Illustrate principles for data use

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Consensogram QuestionnairePlease respond on a scale from 1 to 10. 1 is the lowest; 10 is highest.

To what degree do you believe in the need for collaborative inquiry? (BLUE)

To what degree does your principal believe in the need for collaborative inquiry? (GREEN)

To what degree is this statement true for your school: Teams of teachers engage in deep self-study using quantitative and qualitative data to change instructional practice and accelerate student learning. (ORANGE)

Rate your own skills in leading collaborative inquiry. (PINK)

To what degree is constructive dialogue about race, class, culture, gender and other differences a norm in your setting? (YELLOW)

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

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Consensogram Directions

Complete survey

Take one color-coded Post-it for each question

Write response on Post-it

Do not share responses

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Phase 1: Predict

I predict…

I assume…

I wonder…

I’m expecting to see…


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YES NO

• It’s 53 degrees out • It’s cold

Concept Attainment, Part 1

• 75% of our 4th graders scored below proficiency in mathematics problem solving

• Our teachers are not comfortable with mathematics content

• This student diagrammed each trip across the river

• The student must have used the diagram to generate the rule

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YES NO

• 22% of our students answered item 15 “b”. The correct answer was “a”

• That’s because they don’t understand the vocabulary in the question

Concept Attainment, Part 2

• This year we increased the percentage of students in Level 4 in science by 10% over last year

• Our new science program must be working

• 25% more boys than girls pass the Global History Regents

• Boys are more interested in history than girls

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Concept Attainment Testers

Our teachers aren’t emphasizing basic skills enough

45% of our eighth graders are not meeting the standard in number sense

Teachers aren’t teaching inquiry-based science because they feel too much pressure to cover the curriculum

On a recent survey, a majority of elementary teachers reported that they needed more professional development in science content

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BECAUSE


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PHASE 1 Predict

PHASE 3 Infer/Question

PHASE 2 Observe

GoVisual

Observation Reminders

Made by the five senses

Quantitative and qualitative

Contain no explanations


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Consensogram Directions (continued)

Place Post-its in the appropriate column for each question

Create a bar graph


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Phase 3: Observe

I am struck by…

I observe…

I notice…


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Phase 4: Infer/Question

A possible explanation…

That may be because…

A question I have now…From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the

Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.

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Reflecting on the Process

What struck you about the process (Consensogram and Data-Driven Dialogue)?

What principles of data use might be applicable to others kinds of data?

How might you use these tools to build capacity for system-level change?

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Consensogram Questionnaire: Our DataPlease respond on a scale from 1 to 10. 1 is the lowest; 10 is highest.

To what degree do you believe the gap between White/Asian students and Black/Hispanic students has narrowed? (BLUE)

To what degree do you believe the gap between girls and boys has narrowed? (GREEN)

To what degree do you believe the gap between LEP students and English dominant students has narrowed? (ORANGE)

Rate your own skills in manipulating data to conduct disaggregated data analysis. (PINK)

Rate the likelihood that you could facilitate a dialogue with teachers about the achievement gap. (YELLOW)

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

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Phase 1: Our Predictions, Assumptions, Wonderings, Expectations

Gaps between ethnicities:

Gender gap:

Gaps between ELLs and ED:

Ability to conduct data analysis:

Ability to facilitate analysis:

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Consensogram Directions (continued)

Place Post-its in the appropriate column for each question

Create a bar graph


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Phase 3: Observations on our DataGaps between ethnicities:

Gender gap:

Gaps between ELLs and ED:



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Achievement Gap: 2009 vs 2008

9

322

188

3393

777

5543

150

216

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Wh/As

Blk/Hisp

Lvl 1

Lvl 2

Lvl 3

Lvl 4

24

609

242

3287

664

3833

119

187

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Wh/As

Blk/Hisp

Lvl 1

Lvl 2

Lvl 3

Lvl 4

2009

2008

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Gender Gap: 2009 vs 2008

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

F

M Lvl 1

Lvl 2

Lvl 3

Lvl 4

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

F

M Lvl 1

Lvl 2

Lvl 3

Lvl 4

2009

2008

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ELL Gap: 2009 vs 2008

201

3

129

1132

339

2121

612

1106

4635

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ELL

F-ELL

Eng Dom Lvl 1

Lvl 2

Lvl 3

Lvl 4

309

52

275

835

879

1811

330

1633

2520

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ELL

F-ELL

Eng Dom Lvl 1

Lvl 2

Lvl 3

Lvl 4

2009

2008

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Phase 4: Infer/Question (possible explanations, that may be because…, a question I now have is…)

Gaps between ethnicities:

Gender gap:

Gaps between ELLs and Eng. Dominant:



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Principle 1: Pay Attention to the Process

3 Point Communication:1) Facilitator2) Participants3) The Data

Separate the data from points 1 and 2 so you can problem solve together about the data. Think of it like looking at X-Rays with the doctor. In a parent-teacher conference, it’s not about my parenting or her teaching, but about the work.

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Principle 2: Separate Data from Inference

”“It is a fatal fault to reason whilst observing, though so necessary beforehand and so useful afterwards.

— Charles Darwin

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Principle 3: Multiple perspectives yield the richest analysis

We do this work in teams to garner multiple perspectives.

In these exercises, did you hear things you hadn’t noticed in the data?

If witnessing an accident at a 4 way intersection, would you want to hear perspective from all four corners?

Invent the person - put a place at the table that is the parent, the students - what would they be saying if they were here?

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“Hello, Emily. This is Gladys Murphy up the street…

Fine, thanks… Say, could you go to your window and describe what’s in my front

yard?

Documents

Deena Abu-Lughod 1 Children First Intensive Using Data, Part I: Improving Schools Through Collaborative Inquiry (Introduction to the Consensogram and Network