A310-G

INQUIRE: Creating a Data Overview

Tuesday January 11, 2011

Plus/Delta Protocol

Objective for the Week

Learn how to use the Data Wise Improvement Process

and the ACE Habits of Mind to lead educators

in using data to improve teaching and learning

The Data Wise

Improvement Process

We are here

Snow Planning

Agenda for Tuesday

How comfortable do you feel creating PowerPoint presentations?

0%0%0%

I could teach it! Don’t ask me to d... Ugh. It takes me ...

1. Not comfortable2. Somewhat

comfortable3. Very comfortable

How comfortable are you with your ability to make charts in Excel?

0%0%0%

I love pivot tabl... I can handle the ... Excel, what?

1. Not comfortable2. Somewhat

comfortable3. Very comfortable

How comfortable are you with your ability to embed Excel charts in Powerpoint?

0%0%0%

I love pivot tabl... I can handle the ... Excel, what?

1. Not comfortable2. Somewhat

comfortable3. Very comfortable

How comfortable are you with using Pivot Tables in Excel?

0%0%0%

I love pivot tabl... I can handle the ... Excel, what?

1. Not comfortable2. Somewhat

comfortable3. Very comfortable

Free-write: Evidence

3 minutes

Pair Share

2 minutes

Step 3: Creating a Data Overview

Learning Objective

Understands the power of well-designed data displays

to allow people to discuss the story behind the data.

3. Create a Data Overview

• Choose a focus• Analyze data, find the story• Display the data• Allow teachers to make

sense of the data.

EDUCATIONAL QUESTION

Norms Today

• In your group work today, make a note of evidence you find that we are adhering to our class norms.

• We will be discussing this evidence towards the end of class.

Group work

• Everyone moves to 214/216 upstairs

• Please sit at one of the tables that corresponds to your group number.

• Four people per table

• Meet someone new!

Affinity Protocol (20)

• (2) Transfer your observations about the data to sticky notes (one observation or note)

• (1) place all notes on chart paper• (5) Sort the sticky notes into categories• (2) Label each category• (3) Prioritize observations• (7) Share observations

Creating a Data Display (35)

• (15) Sketch a data display that conveys one or more of your most important observations

• (10) Gallery walk: using observation sheet• (10) Discussion: what are the characteristics of

effective charts?

Characteristics of Effective Displays

Storyboard (20)

• (5)Decide what story to tell• (10)Decide which slides help tell your story

and put them in order• (5) Decide how to build the ACE Habits of

mind into your Data Overview Meeting

Purpose of a Data Overview Meeting

• Engage educators in making sense of what the data means

• Identify a priority question: where you want to dig deeper

EDUCATIONAL QUESTION

PRIORITY QUESTION

ACE Habits of Mind

Shared commitment to Action, assessment, and adjustment

Intentional Collaboration in support of ongoing adult learning

Relentless focus on Evidence in all conversations

Franklin High School

Data Overview:

English Language Arts (ELA)All-school Faculty Meeting

September 2010

FHS ILT Sept. 2006

Objectives To come to a shared understanding about

what we see in the data

To identify the questions these data raise

To decide where we will dig to get answers to our questions

FHS ILT Sept. 2006 29

Agenda3:00-3:05 Welcome

3:05-3:20 Analyze Spring 2010

English Language Arts data

3:20-3:55 Brainstorm questions

3:55-4:00 Discuss next steps

2007 (n=762)

2008

(n=711)

2009 (n=725)

2010

(n=699)

0%

20%

40%

60%

80%

100%

Chart 1: Performance Levels Over TimeGrade 10 State Comprehensive Assessment: ELA

Franklin High School, 2007-2010

Failing Needs ImprovementProficient Advanced

Perc

enta

ge o

f Stu

dent

s

Franklin

(n=699)

District (n=740)

State (n=70,369)

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

100%

Chart 2: Performance Compared to District & StateGrade 10 State Comprehensive Assessment: ELA

2010

Failing Needs ImprovementProficient Advanced

Perc

enta

ge o

f Stu

dent

s

Reading at Grade Level in 9th Grade

(n=608)

Not Reading at Grade Level in 9th Grade

(n=91)

0

100

200

300

400

500

600

700

Chart 3: Performance by Reading LevelGrade 10 State Comprehensive Assessment: ELA

Franklin High School, 2010

Failing Needs ImprovementProficient Advanced

Num

ber o

f Stu

dent

s

-10%0%

10%20%30%40%50%60%70%

Chart 4a: Percentage of Students Scoring Proficient/Advanced by Subgroupsubgroups not mutually exclusive

Grade 10 State Comprehensive Assessment: ELA Franklin High School, 2010

Pe

rce

nta

ge o

f St

ud

en

ts

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

100%

Chart 4b: Percentage of Students Scoring Proficient/Advanced by Subgroupsubgroups not mutually exclusive

Grade 10 State Comprehensive Assessment: ELA Franklin High School, 2010

Pe

rce

nta

ge o

f St

ud

en

ts

35Language Strand – orange Reading and Literature Strand - blue

Vocabulary and Concept De-velopment

5

Structure and Origins of Modern English

1

Understanding a Text1

Genre1

Theme1Fiction

8Nonfiction

13

Poetry3

Style and Language4

Dramatic Literature3

Chart 5:Number of Test Items

per StandardState Comprehensive Assessment: ELA

2010

36

Fiction

(8 items)

Dramatic Liter-ature (3

items)

Understanding a Text

(1 item)

Style and Lan-guage

(4 items)

Nonfiction

(13 items)

Theme

(1 item)

Structures and Origins of

Modern Eng-lish

(1 item)

Vocabulary and Concept

Development (5 items)

Genre

(1 item)

Poetry

(3 items)

0%

20%

40%

60%

80%

100%

Chart 6: Average Percentage of Correct Answers for Each Standard Tested

Grade 10 State Comprehensive Assessment: ELAFranklin High School, 2010 (n=400)

ELA State Standard Tested

Ave

rage

Per

cent

age

of C

orre

ct A

nsw

ers

37

What questions do these data raise?

Brainstorm questions

in cross-disciplinary

groups

using the

Question Formulation Technique

What are our next steps?

Today: Everyone take “gallery walk” through QFT Posters

Next week: Departmental teams Prioritize Questions

Rest of month: Data teams work with departmental teams to gather data that addresses top priority questions

October Meeting: Everyone uses the new evidence to work toward a shared understanding of a learner-centered problem 38

FHS ILT Sept. 2006 39

Objectives Revisited - Plus/Delta To come to a shared understanding about

what we see in the data

To identify the questions these data raise

To decide where we will dig to get answers to our questions

Work for Wednesday

• Storyboard assignment• Connection to Friday assignment• Q & A

Pacing the Work

Support

Reflection

Taking Stock of your Learning

• Revisit what you wrote earlier today about evidence

3 minutes

Plus/Delta Protocol

Stay Tuned…