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A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011

A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011. Digging out of snow!. Plus/Delta Protocol. Learning Objective. Understand how digging into multiple forms of data informs our understanding of student learning. Agenda for Today. Elluminate Intro.

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A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011

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  1. A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011

  2. Digging out of snow!

  3. Plus/Delta Protocol

  4. Learning Objective Understand how digging into multiple forms of data informs our understanding of student learning.

  5. Agenda for Today Elluminate Intro Educational Question Priority Question We are here! Break Item Analysis Student Work Reflection

  6. And now over to you, Anne…

  7. Testing Audio Click on the Tools menu Select Audio Select Audio Set-up Wizard Follow the on-screen directions. Be sure to select the appropriate Audio Output Device

  8. Change to Wide-Layout View Click on View Select Layouts Select Wide Layout

  9. Testing Chat Type your favorite animal into the Chat window Send to This Room – press return

  10. Emoticons & Raise Hand First, raise your (virtual) hand. Second, click on the emoticon that represents how are you feeling about Live-Online so far.

  11. Polling • How would you rate your stress level for this course right now? • High • Medium • Low

  12. Talking on Microphone • “Whip Around” – Go down the participant list. • Click mic icon once to talk – THEN CLICK OFF. • Whip Around • Your name

  13. Live-Online Norms • Participate! • Emoticons • Polling • Chat • Mic

  14. Educational Question EDUCATIONAL QUESTION

  15. An Educational Question is… Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan • Designed to narrow AND be generative • By subject area • Focused on teaching and learning • Based on analysis of data • State assessment • Made by the Data Team

  16. Emoticons & Chat-In • Principal Snow has asked you for feedback on her Educational Question. • How many students are failing? • How can we improve student engagement? • What does the performance of our bubble kids look like?

  17. Data Overview: Intentional Collaboration Patterns/Trends Similarities Differences Strengths Struggles • Grouping • Small, mixed (grade/subject) table groups • Data team members facilitate table groups • What do you see? • One data display at a time • What do you make of it? • Considering all displays

  18. Getting to a Priority Question PRIORITY QUESTION EDUCATIONAL QUESTION

  19. Getting to a Priority Question • Explain Priority Question • What is a Priority Question? • How does a Priority Question sound? • Frontload Influencing Factors • Data • Resources • Interest/Buy-in • Introduce Proposal Protocol

  20. Getting to a Priority Question • Explain Priority Question • What is a Priority Question? • How does a Priority Question sound? • Frontload Influencing Factors • Data • Resources • Interest/Buy-in • Introduce Proposal Protocol

  21. A Priority Question is… Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan Designed to help us narrow our focus Based on collaborative analysis of data presented in the Data Overview Focused on teaching and learning Narrowed by subgroup or standard

  22. Getting to a Priority Question Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan • Priority Question • How are our students with less than 90% attendance performing on the ELA State Assessment?

  23. Getting to a Priority Question Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan • Priority Question • How are our students with less than 90% attendance performing on the ELA State Assessment? • Examine data by standard for select students to maintain focus on teaching and learning.

  24. Getting to a Priority Question Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan • PriorityQuestion • How are our students performing on the Poetry Standard of the ELA State Assessment?

  25. Getting to a Priority Question Educational Question Priority Question Learner Centered Problem Problem of Practice Action Plan • PriorityQuestion • How are our students performing on the Poetry Standard of the ELA State Assessment? • Examine subgroup data for select standard to narrow your focus further.

  26. Getting to a Priority Question • Explain Priority Question • What is the purpose of a Priority Question? • How does a Priority Question sound? • Frontload Influencing Factors • Data • Resources • Interest/Buy-in • Introduce Proposal Protocol

  27. Frontload Influencing Factors • Data • What did we learn from our analysis of the data presented in the Data Overview? • Resources • What knowledge and skills do people in our school and district already possess? • What curriculum resources can we leverage? • What ongoing professional development can we leverage? • Interest/Buy-in • Where is the interest, excitement, or momentum?

  28. Emoticons & Chat-In • How do feel about these factors? • Data • Resources • Buy-In

  29. Getting to a Priority Question • Explain Priority Question • What is the purpose of a Priority Question? • How does a Priority Question sound? • Frontload Influencing Factors • Data • Resources • Interest/Buy-in • Introduce Proposal Protocol

  30. Purpose of Proposal Protocol • Identify a Priority Question • By standard and/or subgroup • Structure the Conversation • Maintain focus on making a decision • Think deeply about the rationale

  31. Proposal Protocol • Guidelines for Proposal • “I propose that we …” • State onespecific proposal at a time (one standard) • Describe your rationale (influencing factors) • Protocol • Someone states one specific proposal and rationale. • The facilitator invites others to add additional rationale in support of this proposal or to add concerns about this proposal. • The facilitator decides when to take a second proposal

  32. Proposal Protocol • Guidelines for Proposal • “I propose that we …” • State onespecific proposal at a time (one standard) • Describe your rationale (influencing factors) • Protocol • Someone states one specific proposal and rationale. • The facilitator invites others to add additional rationale in support of this proposal or to add concerns about this proposal. • The facilitator decides when to take a second proposal

  33. From Proposal to Priority Question • We have discussed three proposals in our small group. How do we get to one? • There seems to be momentum towards one. Does this sound like something we can work on? • There is no clear favorite. Let’s vote. • Thoughts on Consensus

  34. From Proposal to Priority Question • We now have 6 Priority Questions because we did that activity with 6 small groups! • Data Team collects, reviews, proposes one to faculty, gets feedback from faculty • Each group follows their own Priority Question

  35. Questions & Answers (or Break)5 Minutes Educational Question Priority Question

  36. Franklin High’s Priority Question • How are students performing on nonfiction items? • Rationale for Nonfiction: Standard 13 • Data • 1/3 of items assessed nonfiction standard: 13 of 40 • Nonfiction performance in middle; still needed work • Resources • Nonfiction performance in middle; some success/knowledge • Interest/Buy-in • Lends itself to “rigor” more easily than vocabulary standard • All subjects use nonfiction texts in their curriculum

  37. Digging Into Data PRIORITY QUESTION EDUCATIONAL QUESTION Priority Question: How are students performing on nonfiction items?

  38. Digging Into Data: Item Analysis • Build Shared Meaning of Standard • Examine Select Item-Level Data • Examine Select Items

  39. Nonfiction: State Standard 13 • 10th Grade Nonfiction State Standards • “Analyze the logic and use of evidence in an author’s argument.” • “Analyze and explain the structure and elements of nonfiction works.”

  40. Shared Meaning for Nonfiction • What does the term analyze mean? • “Analyze the logic and use of evidence in an author’s argument.” • “Analyze and explain the structure and elements of nonfiction works.”

  41. The New Taxonomy of Educational Objectivesby Marzano & Kendall (2007) “CognitiveSystem” • “Systems of Thinking” • “Level 6: Self-System” • “Level 5: Metacognitive System” • “Level 4: Knowledge Utilization” • “Level 3: Analysis” • “Level 2: Comprehension” • “Level 1: Retrieval”

  42. Analyze: Marzano & Kendall (2007) • Is the information reasonable? • What generalizations can I make? • What might happen next? • How can the information be organized? • What are the similarities and differences?

  43. Analyze Think of and write down one analysis task students could engage in? (1m) All-Chat: Share your idea via chat. (3m)

  44. Shared Meaning for Nonfiction • What does this content mean? • “Analyze the logic and use of evidence in an author’s argument.” • “Analyze and explain the structure and elements of nonfiction works.”

  45. Shared Meaning for Nonfiction • Individually Review General Standard 13 (4m) • Circle evidence of what 10th grade standards mean • “Analyze the logic and use of evidence in an author’s argument.” • “Analyze and explain the structure and elements of nonfiction works.”

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