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The Body of Your SchoolAdapted from: The Data Coach’s Guide to Improving Instruction for All Students

Where are you stuck in the process of using data?

What action steps do you want the use of data to help you take?

What at your school gives you a stomachache?

What is the work you are doing in literacy improvement?

What are you excited about at your school?

What are people in your school talking about?

What types of data are teachers in your school looking at?

What do you want to learn about data and collaborative inquiry?

Data CoachKnowledge and Skill Rating Chart

Purpose of the Data Coach Role: To ensure that student achievement data drive decisions in classroom and

school

Knowledge:I am

confident in my

knowledge

I’m developin

g my knowledg

e

This is a 30-60

day goal for me

This is a 60-90

day goal for me

This is a 90+ day goal for

me

Types and forms of dataKnowing what various types of data assessHow to make inferences from data

Skills:I am

confident in my

skill level

I’m developing my skill

level

This is a 30-60

day goal for me

This is a 60-90

day goal for me

This is a 90+ day goal for

meEstablish risk-free learning environmentQuestioning to guide discussions about dataUsing data to plan specific actions

© Shannon Stanton, 2015 CEESA/ECIS Literacy Coaches Fri., March 13,

Displaying data in user-friendly formatsPreparing protocols to help teachers understand data

From Taking The Lead: New Roles for Teachers and School Based Coaches, NSDC, 2006


Alki Elementary Data and Collaboration Meetings

January 2014

Teacher ____________________________________ Grade/Role _________________

Step 1: Prepare Our Minds: Reflect and PredictWe start slowly, reflecting on outcomes and preconceived notions. Reflect on the following prompts to mentally prepare for today’s work.

Reflection Task Examples ResponsesStart with Learning Centered QuestionsThis enables us to move past superficial observations and on to more productive analyses.

Across the grade level or our subgroups, are there specific areas where multiple students appear to struggle?

Identify PreconceptionsWhat beliefs do you hold about yourself, your students, your colleagues, and your instructional practices? In what ways might they influence, or even skew, the way you look at student learning data?

This year’s class is the highest we’ve had in years.

The curriculum is not challenging our students.

The assessments are poorly written and not accurate.

Step 2: Prepare Our Data: Organize and DisplayOur data must be approachable and carefully prepared to support our reflection, discussion, and planning.Organize your student data cards by content area. In each content area, organize them into 4 groups: above benchmark, benchmark, approaching benchmark, well below benchmark.Step 3: Prepare Our Initial Findings: Observations and QuestionsWe begin to look at our results, using one of these two strategies, to formulate some conclusions about what we are noticing and learning.Sticky NotetakingUse sticky notes to record up to 5 observations and up to 5 questions about the student data. Organize the questions and observations into categories and then begin an open discussion centered on the categories.

Final WordOne participant shares thoughts or insights about the data for 60 seconds. Then, each team member takes up to 30 seconds to respond to the insight. After everyone has had a chance to comment, the initial participant gets 30 seconds to respond to what he or she has heard from the other members of the group. Repeat so that each participant gets to share an insight and have the final word.


Step 4: Prepare Our Next Steps: Interpret, Plan, QuestionSuccessful data and collaborative conversations end with actions designed to improve student learning across the whole grade level. Based upon our findings, what might be some next steps in our instruction? What schoolwide supports might be needed? What implications and considerations should be kept in mind for our ongoing planning and schoolwide improvement?


Step 5: Summarize and SynthesizeWhat have we learned by investing this collaborative time focused on our students and their learning?

Prompt Response

The finding that surprised me most in today’s data conversation was…

Today’s data conversation has left me convinced that…

Today’s data conversation has me continuing to wonder whether or not…

To act on today’s data conversation, I plan to…

Adapted from Building a Professional Learning Community at Work: A Guide to the First Year by Graham and Ferriter, 2010


Data-Driven Dialogue for Formative Planning

Purpose: To help a small group (eg, a cadre of professional development providers) sort through feedback or written data (eg, from participants after a session) and to use the feedback as a formative tool for future planning. This protocol will also provide feedback to facilitators about how accurate they are at gauging participant feedback.

Facilitator Preparation: For each item that the group will review, prepare and hang a blank chart with the prompt to be considered/studied.

Step 1: Predict ResponsesReview the items or questions constituents provided feedback for, predict how they would have responded. Record your predicted responses on one color of sticky notes with one idea per sticky note. Post your predictions on the chart for the corresponding item.

Step 2: Review Constituent ResponsesRead the actual constituent feedback. Note which predicted items were mentioned, either by placing a check mark in the corner of the posted sticky notes or by recording them again on the first color of sticky note. Record any items mentioned by participants but not predicted on a second color of sticky note and post on the chart for the corresponding item.

Step 3: Organize Responses Draw a Venn Diagram on each chart. On the left side are the “predicted but not mentioned by participants” sticky notes (first color only). In the middle are the “predicted and mentioned by participants” sticky notes (first color only). On the right side are the “not predicted but mentioned by participants” sticky notes (second color only).

Step 4: Observe ResponsesMake comments or notes about what the data shows. Use observational phrases such as “I see”, “I notice”, “I’m surprised by”, “Participants noticed,” “Participants stated”. Notice:

What did you expect to see that you did not see? What did participants say that you did not predict? What noticings did you and the participants have in common?

Step 5: Questions, Inferences, and ImplicationsAsk questions and draw inferences and implications about the data. Consider:

How close were the predictions to participants’ reaction and feedback? What might you need to be mindful of in the future? What cues from participants need to be attended to?


Step 6: Debrief the ProcessWhat parts of this protocol worked well? How will what you have learned through the process inform your future work with this group of participants? With other groups of participants?

Step 1: Predict Responses

Step 3: Organize Responses


Step

5:

Que

stio

ns,

Infe

renc

es, a

nd

Impl

icat

ions

Reflections and FeedbackMarch 13, 2015

Name ________________________________________

Session OutcomesCoaches and teacher leaders will:

1. Articulate and define knowledge and skills for the role of data coach2. Learn and practice data-driven dialogue as a strategy for analyzing data3. Be introduced to the work of Adaptive Schools and strategies for helping groups

move forward4. Reflect on key learnings and plan for sharing at their own school

Strongly

Agree

Agree Disagree

Strongly

Disagree

1. I am aware of the knowledge and skills required for proficiency as a data coach.

2. I have protocols and strategies that I can use to facilitate data-driven discussions.

3. I know or have ideas about sources of data that may be used in my school to support professional dialogue and analysis.

4. I am aware of Adaptive Schools strategies and have ideas of how they can be applied to group settings.

5. The processes and structures used in today’s session provided an example of strategies I might try when I provide professional development for groups.

Please feel free to add comments on the reverse side:What was most beneficial to you in today’s session?What suggestions would you make?Other comments


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