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J S E C Professional Learning Communities: Conversations about data

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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J S E C Professional Learning Communities: Conversations about data

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  1. JSEC Professional Learning Communities: Conversations about data Sometimes data is just for show. But other times, we can’t move forward without it.

  2. 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

  3. 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

  4. Do Now What/So What/Now What?

  5. Data chats • What are they?

  6. Data chats • What are they? • Why have them?

  7. Data chats • What are they? • Why have them? • What data?

  8. Data chats • What are they? • Why have them? • What data? • How often?

  9. DRAFT

  10. DRAFT

  11. How are data chats connected to these different PD topics mentioned by teachers in the survey the ILT gave in December?

  12. How are data chats connected to these different PD topics mentioned by teachers in the survey the ILT gave in December?

  13. Triangulation

  14. Triangulation

  15. Triangulation

  16. Validate using triangulation? Why or why not? If yes, what data sources would you use?

  17. Triangulate?

  18. Effort/Impact Matrix

  19. Effort Impact Matrix

  20. 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.

  21. Whiparound How will you use what we’ve talked about during this session?

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