data: what is it? where is it? what do i do with it? gwen giddens, casl past-president and director,...
TRANSCRIPT
DATA: What is it? Where is it? What do I do with it?
Gwen Giddens, CASL Past-President and Director, Learning Resource Services for Colorado Springs School District 11
719-520-2254
PurposePurpose
Purpose of this workshop – To develop Purpose of this workshop – To develop your leadership skills through your leadership skills through understanding the use of data to improve understanding the use of data to improve your school’s library program.your school’s library program.
What do you most want from this day?What do you most want from this day?
Hooray for Diffendoofer DayHooray for Diffendoofer Day! !
Overview of types of school dataData should not be punitive. It should be used for improvement. Use data to collaborate. Data are plural. Data demonstrate correlation not causation.
Data: What is it?Data: What is it?
Pair and SharePair and SharePERCEPTION, DEMOGRAPHIC, PERCEPTION, DEMOGRAPHIC, SCHOOL PROCESSES, STUDENT LEARNINGSCHOOL PROCESSES, STUDENT LEARNING What type of data is CSAP test scores?What type of data is CSAP test scores? Frameworks?Frameworks? Student subgroups?Student subgroups? Parent surveys?Parent surveys? Library circulation data?Library circulation data?
Data: Where is it?Data: Where is it?
Where are CSAP test scores found?Where are CSAP test scores found? Frameworks?Frameworks? Student subgroups?Student subgroups? Parent surveys?Parent surveys? Library circulation data?Library circulation data? Other?Other?
Data: Where is it?Data: Where is it?
Learning Buddy 1Learning Buddy 1What & where are your school’s or library’s… What & where are your school’s or library’s…
Or Give an example of…Or Give an example of…
1. …demographic data?1. …demographic data?
2. …perception data?2. …perception data?
3. …student learning data?3. …student learning data?
4. …processes?4. …processes?
Data: What do I do with it?Data: What do I do with it?
Learning Buddy 2 Learning Buddy 2 Look at frameworks, item maps, and released Look at frameworks, item maps, and released
items for a particular grade level.items for a particular grade level. Where are these found on the web?Where are these found on the web? Highlight ones which correlate Highlight ones which correlate
with information literacy.with information literacy. What should you do with this?What should you do with this?
Data: How can I use it to improve Data: How can I use it to improve my school’s library program?my school’s library program?
What should students know and be able to What should students know and be able to do in my school’s library by the time they do in my school’s library by the time they leave/graduate from my school?leave/graduate from my school?
What data could I use to help get this What data could I use to help get this accomplished?accomplished?
What could you do with this data?
CSSD #11 School Library Collection Report - Fall 2006
Name of School Total Volumes Number of Titles Most Recent Average Pub. Yr. Oldest
Middle 8415 7280 2007 1987 1903
13672 10482 2006 1991 1894
13684 11331 2007 1984 1868
18699 9106 2006 1996 1930
9828 8538 2006 1990 1870
9431 8591 2006 1989 1889
12867 10166 2006 1990 1903
15007 11550 2006 1984 1905
13904 12071 2006 1985 1903
High 1264 1046 2006 1989 1904
19488 17419 2006 1982 1837
12977 11898 2006 1986 1893
14876 13262 2006 1978 1849
18245 17520 2006 1974 1866
7640 4744 2007 1991 1923
14965 14062 2007 1984 1887
Data: How can I use it to improve Data: How can I use it to improve my school’s library program?my school’s library program?
Learning Triads – chart paperLearning Triads – chart paper What data should I utilize to improve my What data should I utilize to improve my
school’s library program?school’s library program?– PERCEPTIONPERCEPTION– DEMOGRAPHIC DEMOGRAPHIC – SCHOOL PROCESSESSCHOOL PROCESSES– STUDENT LEARNINGSTUDENT LEARNING
Group temperature rating on Group temperature rating on “Data: What do I do with it?”“Data: What do I do with it?”
Group work at 10:30Group work at 10:30
Group table work -Group table work -Data Driven DialogueData Driven Dialogue
Ground Rules for Data Driven Dialogue
•Respect for Divergent Opinions
•Listen
•Avoid finger pointing and blame
•Agree that student learning comes first
•Use inquiry and data, not assumptions
Phase 2: Observe
•What important points seem to pop out?
•What patterns or trends are emerging?
•What is surprising, unexpected?
•What questions do we have now?
•How can we find out?
Collaboration norms for Collaboration norms for small work groupssmall work groups
PausingPausing Paraphrasing to let someone know they have been Paraphrasing to let someone know they have been
heardheard ProbingProbing Putting ideas on tablePutting ideas on table Paying attention to self and othersPaying attention to self and others Presuming positive presuppositionsPresuming positive presuppositions Pursuing a balance between advocacy and inquiryPursuing a balance between advocacy and inquiry
Small work groupsSmall work groups
Facilitator/ Task master – Facilitator/ Task master – Keep things going with all Keep things going with all voices heard (round robin or brainstorming). Predict, voices heard (round robin or brainstorming). Predict, observe, and go visual with data on the wall (agree to observe, and go visual with data on the wall (agree to consensus or near consensus).consensus or near consensus).
Timekeeper – Timekeeper – finish by 10:50 amfinish by 10:50 am
Materials getter – Materials getter – chart paper, markers, school datachart paper, markers, school data
Recorder - Recorder - Record what you hear, not what you may Record what you hear, not what you may have been thinking.have been thinking.
Reporter – Reporter – Reports out to large group.Reports out to large group.
Building Your Data Wall to share
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1stQtr
3rdQtr
East
West
North
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1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
EastWestNorth
Phase 1: Predictions
(Put biases on table.)
Data to improve Data to improve the school’s library the school’s library
programprogram
Phase 2: Observations with “no because.”
Remember that data are used for correlation not causation.
“It is a fatal fault to reason whilst observing, though so necessary beforehand and so useful afterwards.”
Charles Darwin
Working lunch from 11:30-12:30Working lunch from 11:30-12:30
Read Allison Zmuda’s article, “Where Does Read Allison Zmuda’s article, “Where Does Your Authority Come From?”Your Authority Come From?”
At your table, comment on something that At your table, comment on something that that stands out in your mind about the that stands out in your mind about the article.article.
ReferencesReferences
Bernhardt, Victoria L. Using Data to Improve Bernhardt, Victoria L. Using Data to Improve Student Learning in Elementary Schools. Student Learning in Elementary Schools. Larchmont, NT: Eye of Education, 2003.Larchmont, NT: Eye of Education, 2003.
Love, Nancy. Using Data/Getting Results: A Love, Nancy. Using Data/Getting Results: A Practical Guide for School Improvement in Practical Guide for School Improvement in Mathematics and Science. Norwood, Mathematics and Science. Norwood, Massachusetts: Christopher-Gordon Publishers, Massachusetts: Christopher-Gordon Publishers, Inc., 2002.Inc., 2002.
Zmuda, Allsion. Zmuda, Allsion. Where Does Your Authority Where Does Your Authority Come From?Come From? School Library Media Activities School Library Media Activities Monthly, Sept. 2006.Monthly, Sept. 2006.