Getting a Handle on Data

1
Getting a Handleon Data

• Dr. Edie Holcomb
• CCSSO, CDDRE, CCSRI
• Arlington, VA
• October 24-25, 2005

2
1. Create a culture of collective responsibility
for all students
3
To change culture,

• create structures, processes and activities
• that cause people to think
• about different things
• in different ways
• with different people
• than they ordinarily would.

4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
Carousel Data Analysis

• Preparing the Materials
• Enlarged copies of the data displays
• Questions for discussion on flip chart paper
• Colored markers
• Post data displays and questions at stations
  around large room with blank wall space

9
Carousel Data Analysis contd.

• Preparing the Participants
• Structure groups of 5 to 11 that cross
  department or grade-level boundaries
• Have groups designate a facilitator and recorder
• Colored marker travels with recorder
• Read and respond to previous entries, then add

10
Carousel Data Analysis contd.

• Questions for Reflection
• What do these data seem to tell us?
• What do they not tell us? What else would we
  need to know?
• What good news is here to celebrate?
• What needs for school improvement might arise
  from these data?

11
Carousel Data Analysis contd.

• Use of Results
• Q1 Becomes Executive Summary
• Used in focusing on priority goals
• Q2 Guides STUDY phase drill deeper, further
  analysis
• Identifies indicators evidence of
  implementation and impact

12
Carousel Data Analysis contd.

• Use of Results contd.
• Q3 Reinforces effort
• Generates ongoing effort
• Q4 Used in focusing on priority goals
• Stimulates search for strategies

13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
2. Understand that assessment is an integral part
of the instructional process
20
(No Transcript)
21
3. Test their results against their espoused
mission
22
(No Transcript)
23
(No Transcript)
24
4. Make clear distinctions between inputs (by
adults) and outcomes (for students)
25
(No Transcript)
26
Reflection Questions

• In what ways are we using data to develop the
  culture of collective responsibility for all
  students?
• What beliefs are we challenging and affirming?
• What do we know about our colleagues in order to
  tap their passions?

27
5. Use both objective and subjective (perceptual)
data appropriately
28
(No Transcript)
29
(No Transcript)
30
6. Focus on most critical priorities to conserve
time, energy and money
31
Percent of Students in Proficiency Levels
32
Percent of Students in Proficiency Levels
33
Percent of Students in Proficiency Levels
34
Quick Check

• Have we focused on a few important priorities?
• Whose priorities are they?
• Hint Trace back to the data source(s).

35
7. Drill down for student- and skill- specific
data in priority areas
36
8. Plan forward as students rise to respond
to individual skill gaps
37
9. Plan backward to fill gaps in the
instructional program
38
10. Look around at research, best practice, and
exemplary schools
39
11. Look within to analyze curriculum and
instructional strategies
Figure 12.7 Balancing the Reading Block School
Grade
40
Figure 12.7 Balancing the Reading Block School
Grade
41
12. Select proven strategies for implementation
42
The Essential Nine

• Identifying similarities and differences
• Summarizing and note-taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations

43
The Essential Nine contd.

• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Cues, questions and advance organizers
• From Classroom Instruction That Works, Marzano,
  Pickering and Pollock, ASCD

44
13. Identify and plan for student populations
with specific needs
45
(No Transcript)
46
Diverse Learning StrategiesEducating Everybodys
Children Robert Cole, ed.

• Provide opportunities to work together
• Use reality-based learning approaches
• Encourage interdisciplinary teaching
• Involve students actively
• Analyze students learning/reading styles
• Actively model behavior

47

• Explore fullest dimensions of thought
• Use multicultural teaching approach
• Use alternative assessments
• Promote home-school partnerships
• Use accelerated learning techniques
• Foster strategies in questioning
• Emphasize brain-compatible instruction

48
R_ _ _ _ _ B _ _ D _ _ _ _

• Arise from analysis of data
• Have visible connections to beliefs
• Affect (almost) everyone in the school
• Require disproportionate amounts of leadership
  time and energy
• Include an element of risk / controversy

49
Reflection Questions

• Have we identified really big deals or are we
  tweaking?
• Will the combined set of strategies
• Raise achievement of all?
• Address disparate learning needs (close
  achievement gaps)?

50
14. Identify formative assessments to balance
large-scale, high-stakes tests
51
(No Transcript)
52
15. Monitor rates of progress over time student
and cohort
53
(No Transcript)
54
16. Gather evidence of both implementation and
impact of new strategies
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
Consider

• How will we know we are working our plan?
• How will we know our plan is working?
• What development work is needed to be able to
  provide evidence of implementation and impact?

61
17. Consolidate multiple plans
62
(No Transcript)
63
18. Take the initiative to tell the rest of the
story
64
(No Transcript)
65
Challenge

• What is the story we wish someone would tell?
• How will we tell it ourselves?

66
(No Transcript)
67
Contact InformationELHolcomb_at_aol.com
360-510-8825

• Books
• order_at_corwinpress.com
• Asking the Right Questions, 2nd ed Techniques
  for Collaboration and School Change
• Getting Excited About Data, 2nd ed Combining
  People, Passion and Proof to Maximize Student
  Achievement