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DAG 2--Driven by Data

DAG 2--Driven by Data. OLHS Balanced Assessment 2011-12 FOCUS. Courageous Conversations About Collaboration and Data. ( Ferriter & Graham, 2010, p. 89). PLC starting point. DAG year one goal. What exactly are we supposed to accomplish? Activities were simple and scattered.

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DAG 2--Driven by Data

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  1. DAG 2--Driven by Data OLHS Balanced Assessment 2011-12 FOCUS

  2. Courageous Conversations About Collaboration and Data (Ferriter & Graham, 2010, p. 89) PLC starting point DAG year one goal • What exactly are we supposed to accomplish? • Activities were simple and scattered. • Teams worked towards getting SMART about goals. • Teams share instructional practices and resources. • Plans are associated with teaching activities. • Teams share planning responsibilities. • What does mastery look like? • How will we measure student learning and when? • Tough conversations about characteristics of quality instruction and unit objectives

  3. Courageous Conversations About Collaboration and Data Competition and ego can stymie this step. To get here, what support will your PLC need? • What instructional practices are most effective with our students? • Practitioners engage in deep reflection about the link between learning and instruction. • Teachers respond instructionally to student data. • Teams respond as a collective. • Examination of all learners’ growth—the struggling and the gifted learners. • Are students learning what they could be learning? • Focus on learning rather than teaching • Public conversation about student learning results.

  4. The Red Herring What beliefs do you have about_________________ that impact student learning. • Your teaching style • Your student’s abilities • Your colleagues • Your content area • State/systematic demands • Policies

  5. Eliminating the Red Herring In what ways might the first two types of presumptions lead you off of a data-driven course or skew your use of data?

  6. Producing desired learning outcomes results from hard work! Using Data to Produce Winning Strategies--

  7. The Data Driven Dialogue (National School Reform Faculty, 2008) Start with a learning-centered question: • Across the grade level, were there any specific objectives or tasks with which multiple students appeared to struggle? • Did students move beyond their preassessment performance in the targeted areas? Could some students have progressed further?

  8. Before you discuss data-- Activate prior knowledge and make predictions • I assume… • I predict… • I wonder… • My questions/expectations are influenced by… • Some possibilities for learning that this data may present could be…

  9. Observe the Data Note only what you observe in the data…guessing is off limits, so are conclusions. • I observe that… • Some patterns/trends I notice are… • I can count… • I am surprised that I see…

  10. Generate Inferences • I believe this data suggests…because… • Additional data that would help me verify/confirm my explanation is… • Could reorganizing the data yield different inferences? • I think the following are appropriate solutions/responses that address the needs implied in the data…

  11. December 8th Examining Common Summative Data Traditional Assessment: How should the results be organized? Performance Tasks: Compile student samples for each level of mastery. Bring a score/grade spread for your students’ performance.

  12. PLC Pulse Check Before ending your PLC session, please complete the PLC pulse check. PLC leaders should return this document to the Vanguard box in the mailroom.

  13. References Graham, P., & Ferriter, W. (2010) Building Professional Learning Community at Work. Bloomington, IN: Solution Tree. Harmony Education Center. (2008), National School Reform Faculty. Bloomington, IN: Author.

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