DATA COACHES INGHAM INTERMEDIATE SCHOOL DISTRICT OCTOBER 16, 2014.
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Transcript of DATA COACHES INGHAM INTERMEDIATE SCHOOL DISTRICT OCTOBER 16, 2014.
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:
Baseli
ne
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k1
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k2
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k3
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k4
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k5
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k6
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k7
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k10
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Student's Letter Sound Fluency Progress
Student
GOAL LINE
Dates
CB
M S
core
s
Baseli
ne
Wee
k1
Wee
k2
Wee
k3
Wee
k4
Wee
k5
Wee
k6
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k7
Wee
k8
Wee
k9
Wee
k10
0
5
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Student's Letter Sound Fluency Progress
Student
GOAL LINE
DatesC
BM
Sco
res
Six Common Errors In Displaying Data
2. The display range visually skews the values:
Thomas Gallaudet Lynn Fuchs20
20.5
21
21.5
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22.5
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23.5
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24.5
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Series1Big difference?
Rafe
Esquith
Ken R
obinso
n
Anne Sulli
van
Jean
Pia
get
Burhus
Skinner
Geoffr
ey C
anad
a
Christa
McA
uliffe
Paulo
Fre
ire
Booker W
ashin
gton
Thomas
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laudet
Georg
e Bat
sche
Mat
thew
Burn
s
Mar
k Shin
n
VanDyk
e, L
0
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502012-2013 CWS Scores
Winter 2013 CWS Scores
StudentsC
WS
Sco
res
Not So Much
Six Common Errors In Displaying Data
3. The display uses colors with no or low contrast.
On Task Off Task0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Interval Peer Comparison Observation
Behavior
Per
cen
tag
e
On Task Off Task0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Interval Peer Comparison Observation
Isaac's %age
Peer (Con-trol) %
Behavior
Per
cen
tag
e
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:
0
10
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30
40
50 2012-2013 CWS ScoresWinter 2013 CWS Scores
Students
CW
S S
core
s
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
COM
PET
ENCY
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 [email protected] 517.244.1249
Nate StevensonData Systems & Support [email protected]
517.244.4523
Kelly Trout Data, Systems & Analysis Specialist [email protected] 517.244.1261 Brian Lloyd School Psychologist/MTSS Implementer [email protected] 517.244.1254