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J S E C Professional Learning Communities: Conversations about data. Sometimes data is just for show. But other times, we can’t move forward without it. Today’s Objectives: By the end of this session, you will be able to… Facilitate a data chat with students

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JSEC Professional Learning Communities:

Conversations about data

Sometimes data is just for show.

But other times, we can’t move forward without it.


  • Today’s Objectives:

  • By the end of this session, you will be able to…

  • Facilitate a data chat with students

  • Explain how triangulation can be used before responding to data.

  • Use an effort/impact matrix to evaluate different responses to data


Today’s Agenda:

Do now and follow up (15 min.)

-Data newsletter: what/so what/now what

-Sharing the data newsletter with students

-PD survey results and connections

Data chat template (30 min.)

-Modeling STAR and other assessment

-Input on template discussion

Cycle of inquiry(15 min.)

-Analyze: using triangulation

- Strategize : using the effort/impact matrix

Whip around: Next steps (5 min.)

Exit ticket


Do Now

What/So What/Now What?




  • Data chats

  • What are they?

  • Why have them?

  • What data?


  • Data chats

  • What are they?

  • Why have them?

  • What data?

  • How often?




How are data chats connected to these different PD topics mentioned

by teachers in the survey the ILT gave in December?


How are data chats connected to these different PD topics mentioned

by teachers in the survey the ILT gave in December?


Triangulation mentioned


Triangulation mentioned


Triangulation mentioned


Validate using triangulation? mentioned

Why or why not?

If yes, what data sources would you use?


Triangulate? mentioned


Effort/Impact mentioned

Matrix



Mr. S. and Mr. M.’s just scored a persuasive essay writing assignment they gave to their classes. They examine the results and quickly notice a pattern of need:

Pattern of Need: On the 4 point rubric, 40 out of 62 students scored below a 3 on the row that focused on writing an effective thesis/focus statement.

Root Cause: Students do not understand how to write an effective thesis/focus statement and are not able to describe how this statement connects to the rest of the paper.


Whiparound assignment they gave to their classes. They examine the results and quickly notice a pattern of need:

How will you use what we’ve talked

about during this session?


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