A Note About Journey Presentations As you know, becoming Data Wise is all about working collaboratively to follow a clear process and cultivate the habits of mind that support continuous improvement. In that spirit, we have developed the “Data Wise Journey Presentation" as a framework for capturing what you did and what you learned. Our hope is that the conversations you have in putting together this presentation will set you up well for the next time you go through the Data Wise Improvement Process, and that you will find that this document helps you communicate with your school colleagues, fellow Data Wise Summer Institute participants, and others in your district who are curious about what you have been up to.

That said, we want to acknowledge that creating a journey presentation should not be an exercise in trying to make it look like you did things you didn’t actually do. This is not a good use of time for either you or your audience! So as you work on this document, tell it like it is. If you did not do something, it is okay to just leave it blank or include a note to that effect. If you did things in a different order, or doubled back, or got stuck, that is okay. We are well aware that, in practice, this work is not always linear; the point of the journey presentation template is to offer a shared language and a shared medium from which to learn from one another despite the fact that the work can be messy.

The good news is that a step your team struggled with may be a place where another team made good progress. The potluck metaphor can be instructive here: when first starting to do the work of improvement, we may not all be good cooks at everything. But as long as everyone has something to contribute, when we get together for our final live online session on February 7, we'll have a rich meal.

-- The Data Wise Teaching Team

P.S. Please upload your presentation to our institute iSite by Friday, January 25. Feel free to change the slide design to make the presentation feel more your own (we fully admit that this black and white design is a bit spare). Finally, be sure to check out the example we created for the BART School so you can see what a completed journey presentation looks like.

Our Data Wise Journey[insert dates of journey]

[insert school name]Team Members

[insert team member names]

[insert date of presentation]

Step 1: Organize for Collaborative Work

TEAM & STRUCTURES

3

Step 1: Our Process

• [Include bullet points about what we did to organize for collaborative work (for example, protocols we used for setting norms, taking stock etc. )]

4

Step 1: Our Evidence

• [Insert evidence that we made progress in organizing for collaborative work, feeling free to add a slide with a photo or artifact from this step (for example, our norms, our completed data inventory, etc.)]

5

Step 1: Our Reflections

6

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 2: Build Assessment Literacy

INCREASED COMFORT WITH DATA

7

Step 2: Our Process

• [Include bullet points about what we did to build assessment literacy either as part of the PREPARE phase or at any other time during the improvement process where it was necessary (for example, protocols or mini-lessons we used to help staff members understand how to interpret assessment results)]

8

Step 2: Our Evidence

• [Insert evidence that we made progress in building assessment literacy, feeling free to add a slide with a photo or artifact from this step (for example, poster listing key terms)]

9

Step 2: Our ReflectionsWhat worked well for us in this step

What we would like to improve for next time

• [Insert reflections] • [Insert reflections]

10

What worked well for us in this step

What we would like to improve for next time

• [Insert reflections] • [Insert reflections]

+What worked well

ΔWhat to change next time

• [Insert reflections] • [Insert reflections]

Step 3: Create Data Overview

PRIORITY QUESTION

11

Step 3: Our Process

• The focus area for this journey was:

[insert focus area here]

• [Include bullet points about what we did to engage staff members with the data overview (for example, protocols we used for grounding statements in evidence and identifying a priority question)]

12Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so that all staff members participating in the data overview saw themselves playing a role in it.

Step 3: Our Evidence

• [Insert no more than three slides from our data overview]

13

Step 3: Our Priority Question

• [Insert what staff members noticed in the data overview charts]

• We identified the following priority question:

[insert priority question here]

14Our priority question arose from a collaborative process, relates to instruction, narrows the focus of inquiry, takes into account current resources, and taps into something we are motivated to investigate.

Step 3: Our Reflections

15

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 4: Dig into Student Data

LEARNER-CENTERED PROBLEM

16

Step 4: Our Process

• [Include bullet points about what data sources we selected and what process we used to dig into them (for example, protocols for looking at student work and identifying a learner-centered problem)]

17

Step 4: Our Evidence

• [This slide is optional: feel free to include a photo or artifact from Step 4 (for example, a photo of student work, a survey used to dig deeper into the priority question, a chart that allows for item analysis)]

18

Step 4: Our Learner-Centered Problem

• [Insert what staff members noticed when digging into student data]

• We identified the following learner-centered problem:

[insert learner-centered problem here]

19Our learner-centered problem is directly related to our priority question, based on digging into multiple data sources, within our control, a statement about student learning (not a question), and specific and small.

Step 4: Our Reflections

20

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 5: Examine Instruction

PROBLEM OF PRACTICE

21

Step 5: Our Process

• [Include bullet points about what we did to examine instruction (for example, protocols we used to focus, observe and debrief what we saw in classrooms)]

22

Step 5: Our Evidence

• [This slide is optional: feel free to include a photo or artifact from Step 5 (for example, a photo from a classroom observation, a note-taking form completed by a team member during a classroom observation, or a photo of an affinity protocol poster)]

23

Step 5: Our Problem of Practice

• [Insert what staff members noticed when examining instruction]

• We identified the following problem of practice:

[insert problem of practice here. It can be helpful to begin this statement with the phrase

“As teachers, we…”]24Our problem of practice is directly related to the learner-centered problem, based on evidence found when

examining instruction, within our control, a statement about practice (not a question), and specific and small.

Step 5: Our Reflections

25

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 6: Develop

Action Plan

ACTION PLAN

26

Step 6: Our Process

• [Include bullet points about what we did to develop an action plan (for example, protocols we used for identifying and selecting instructional strategies and agreeing on what those strategies would look like in classrooms, professional development plans)]

27

Step 6: Our EvidenceACTION PLAN

Problem of Practice: [insert problem of practice here]Task Who When

28

Step 6: Our Reflections

29

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 7: Plan to Assess Progress

ASSESSMENT PLAN

30

Step 7: Our Process

• [Include bullet points about what we did to plan to assess progress (for example, protocols we used for choosing data sources and setting student learning goals)]

31

Step 7: Our EvidencePLAN TO ASSESS PROGRESS

Data Source When Goal

Short-term

Medium-

term

Long-term

32

Step 7: Our Reflections

33

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Step 8: Act and Assess

ASSESSMENT & ADJUSTMENT

34

Step 8: Our Process

• [Include bullet points about what we did to act and assess (for example, protocols we used to assess the plan’s impact on teaching and learning, identify needed adjustments, and celebrate success)]

35

Step 8: Our Evidence

• [Insert evidence of student learning, adjustments to the plan, and/or celebrations of success, feeling free to add a slide with a photo or artifact from this step]

36

Step 8: Our Reflections

37

+What worked well

ΔWhat to change next time

• [Insert reflections. It can be helpful to have these statements begin with a verb in “ing” form.]

• [Insert reflections. It can be helpful to have these statements begin with a verb in command form.]

Burning Question

• [Insert the most pressing question that we have for the teaching team or our colleagues as we head into our next journey]

38