DATA COACHES INGHAM INTERMEDIATE SCHOOL DISTRICT

OCTOBER 16, 2014

October I Can Statements•I can develop cultures of collaborative inquiry

•I can keep digressions to a minimum using the skills from GDNW

•I can provide specific actionable feedback

•I can use specific tools when talking about data

•I can create data displays that clarify and communicate complex or abstract information

•I can find the school/district improvement plan within ASSIST as part of the problem solving process

Clarifications Anxiety Producing Wishes

Completed Report Index (Nate gave to us orally, but could he write it down?) (Haslett)

I can access data from appropriate data warehouses (EL)

In-district work sessions (EL) What is data coach role/responsibilities

(Leslie/Webberville) How to use specific Tools to talk about

data? (Leslie/Webberville) I can keep digressions to a min. using the

strategies from GDNW I can discuss my districts’ comprehensive

assessment which includes process data (Mason)

How to bring comprehensive assessment system together (Okemos)

GDNW (Okemos) Data Displays (Okemos) Action Plan Format (Okemos) Predictions vs Assumptions (Okemos) Qualitative vs Quantitative (Okemos) Dialogue, Discussion, Decision Making

format (Okemos) Triangulate data sources (Okemos)

Application of knowledge and skills learned Define responsibilities of Data Coaches (EL) Process Tools (this is a goal for us) (Haslett) Anything dealing with ASSIST brings anxiety (Leslie

& Okemos) In-district work session (Mason) I can find the district improvement plan within

ASSIST as part of the problem solving process. (Mason)

Create data displays (EL) Triangulate necessary data sources (EL) Provide actionable feedback for buy in from staff

(communication Plan) (EL) Simplify how to pull reports from IE (EL) Extended Activities (“if your district has an

assessment calendar…”) I can develop cultures of collaborative inquiry.

(Mason) I can provide specific actionable feedback (Mason) Illuminate Education training

District Name: Compiling of District Data

Digression Management High Performing Groups: •Prioritize tasks

•Time coded public agendas

•Self-monitor

•Pay attention to themselves and others to gauge whether their contributions add to or detract from the group’s focus

•Develop shorthand language

Birdwalk Alert

Illuminate Education Quick Report Guide

Technical Vocabulary

What do we need to know?

Creating Data DisplaysData Displays help us analyze and communicate data

Considerations:

What question are you trying to answer?

What type of data are you trying to display?

How is your audience used to seeing data of the same type?

Does the display/graphic accurately represent the data?

Finding just the right fitPoor fitting data displays can cause problems

Miscommunication

Inaccurate analysis and interpretation

Poor decision-making

Damages your credibility

Many others you can’t anticipate

Example 1: It Just doesn’t add up

Example 2: Scale Matters

Example 3: But it looks so pretty

Example 4: Getting in your own way

Six Common Errors In Displaying Data

1. The display does not illustrate relationships within the data.

Example:

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Six Common Errors In Displaying Data

2. The display range visually skews the values:

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Six Common Errors In Displaying Data

3. The display uses colors with no or low contrast.

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Interval Peer Comparison Observation

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Six Common Errors In Displaying Data

The display attempts to squeeze too much information into one chart or graph:

Six Common Errors In Displaying Data

5. The display labels are difficult to read:

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Six Common Errors In Displaying Data

6. The display uses graphic effects without purpose:

Time to Give it a try 1. You will examine a contrived dataset

2. Determine the type of data you are working with

3. Determine what aspect of the data you would like to analyze and/or communicate

4. Create a graph that is appropriately fit to the data

You will need the Data Coach sample dataset

Points to keep in mind Actually constructing a graph is a secondary skill for today

The primary goal of this activity is to match a dataset to a method of display that accurately represents the data

This is not supposed to be a deep lesson in Excel

It is easier to learn what buttons to push than it is to learn how to accurately analyze and evaluate a dataset – YES, even for those of you that don’t consider yourself “tech savvy.”

Team TimeComprehensive Assessment SystemRoles and ResponsibilitiesAssessment Schedule

Seven Qualities of High Performing Groups

1) Maintain a clear focus.

2) Embrace a spirit of inquiry.

3) Put data at the center.

4) Honor commitment to learners and learning

5) Cultivate relational trust.

6) Seek equity.

7) Assume Collective responsibility

Scaled Group Inventory & Self -Assessment Inventory

High Performing Groups:•Draw on internal and external sources of feedback to monitor and modify their performance.

•Use feedback to establish parameters , such as learning standards

•Use feedback to increase desired behaviors so that they spread though out the system

Purpose:

Maintain and a groups’s present feedback practices

Self-assessment questions that stimulate deep reflection about personal choices and behaviors

Help groups and group members understand who they are in light of who they want to be

District Improvement Plan Review

Please review your district improvement goals for 2014-15Record on the plan: the data sets needed to monitor the impact of the goals any clarifications or questions which need to be addressed by the District

Leadership Team

CONTINUOUS IMPROVEMENT PROCESS

MDE PROGRAM EVALUATION

WE’VE GOT THIS FOR 2014-15!!!

Evidence of impact on student achievementResearch-based strategiesProcess data to measure our systemsInfrastructures to monitor and evaluate

implementation and impact

LEADERSHIP

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ORGANIZ

ATION

TRAINING

COACHING

SELECTION

PERFORMANCE ASSESSMENT

TECHNICAL ADAPTIVE

DATA-DRIVEN DECISION MAKING

LEADERSHIP SUPPORT

SYSTEM SUPPORT

MDE PROGRAM EVALUATION

What is/was the readiness for implementing the program/ initiative/strategy or activity?

Do/did the participants have the knowledge and skills to implement the program?

What is/was the program’s impact on students?

Is/was the program implemented as intended?

Is/was there opportunity for high quality implementation?

WHAT TO EVALUATE?

District/Schools are the required to select one of the following that would have the greatest impact on student achievement and close the achievement gaps

Strategy/reform strategy (ex. Teachers Learning Together [Actionable Feedback], EWS Driven Dropout Prevention Plan, Cross-Curricular Implementation of Instructional Routine) Program (ex. Reading Street, Envision, Read 180, Six Minute Solution, CHAMPS)Initiative (ex. MTSS, Reading Apprenticeship, STEM, UDL, Blended Learning, PBIS)

December In-District Work Day

Thank you!PLEASE CONTACT US IF YOU HAVE QUESTIONS OR NEED ASSISTANCE:

Mary Jo Wegenke MTSS Coordinator mwegenk@inghamisd.org 517.244.1249

Nate StevensonData Systems & Support Coachnstevenson@inghamisd.org

517.244.4523

Kelly Trout Data, Systems & Analysis Specialist ktrout@inghamisd.org 517.244.1261 Brian Lloyd School Psychologist/MTSS Implementer blloyd@inghamisd.org 517.244.1254