digging down deep with data

Digging Down Deep with Data

Education Transformation Office 9-12 Instructional Coaches Academy (iCAD)

September 20, 2010

North Miami Senior High School

Quote“When public services like police protection and public education fail, the burden is disproportionately borne by the poor who cannot compensate with gated communities and private academies. The only hope for the poor is that we in public education deliver on our promise.”

From Annual Growth, Catch-up Growth by Lynn Fielding, Nancy Kerr and Paul Rosier

A thoughtWith the proliferation of data teams, lesson

study groups, and PLC’s, teachers and coaches today have plenty of opportunities to engage in meaningful conversations about data that lead to student achievement.

Think about your teachersAre they data savvy? Are they passive

recipients of data? How can you as a coach encourage the

effective use of data?How can you as a coach enhance the

analytical skills of the teachers at your school?

Next

A typical example

Who develops an IFC?Following Florida’s Continuous Improvement

Model (FCIM), teachers and coaches work collaboratively

during common planning to create data-driven and

instructionally sound focus calendars.

Quote“The most powerful way to improve

education is to collect the right data and to keep them in front of the right people.”

Lynn Fielding

Data LiteracyUnderstanding and use of appropriate tools

for accessing, converting, manipulating, and analyzing data.

Sherlock Holmes says“Data! Data! Data!” he cried impatiently. “I

can’t make bricks without clay.”

Data Reports can be misleadingIf looked at superficially.If we make assumptions.

We need to STOP looking at data. Instead, we need to analyze

data.

Key Elements of Effective Data AnalysisLook for patternsUse guiding questionsEncourage collaboration/discussionDevelop an action plan (instructional

implications)Identify resourcesSet priorities

The processBig picture

first

A closer look

Then the details

Big pictureWhat do you see overall for the school?What do you see overall for the grade

level?Areas of strength and weaknessesOverall gains and declines

Sherlock Holmes says“The temptation to form premature theories upon insufficient data is the bane of our profession.”

A closer lookAre there any small groups within a larger

group that stand out?What are specific areas of strengths and

weaknesses by grade level?Are there confirmations of prior patterns?Are there new patterns?

The detailsWhat do you observe?By class/periodBy targeted intervention group?Instructional implications?Instructional groups?

I know this might seem random but…Item Specifications

Why use the testConversation starterLess intimidatingDeeper conversations that lead to changes

in instructional practicesBecause ultimately data analysis should

lead to changes in instructional practicesMore concrete

ScenarioThe baseline test has just been administered. The reports have been printed. You are now meeting with the 9th grade teachers to look at their reports and derive some instructional implications.Use both the report and the test to analyze the data.What are the instructional implications?