The Power of Data Introducing our Facilitators Lewis Central Middle - - PDF document

The Power of Data

Introducing our Facilitators Lewis Central Middle School Coaches Council Bluffs, Iowa

Jennifer Johnson Cheryl Ryan Christina Sawicki jjohnson@lewiscentral.org cryan@lewiscentral.org christina.sawicki@lewiscentral.org

Who’s in the room?

Learning Target & 3 Phases of Learning for Today

Learning Target We will identify effective ways to frame a coaching cycle in data and use it to drive a student-centered learning goal. 3 Phases

• 1. Gather and analyze both summative and formative data
• 2. Interpret and respond to data
• 3. Practice coaching moves around data

**PARKING LOT **

Video: Craft Your Belief Statement About Data

https://www.youtube.com/watch?v=kPkRLYx_-xE

Phase 1: Gathering & Analyzing Data

“...we need to make sure that the evidence we’re gathering is aligned to the learning targets.” Sweeney, Student-Centered Coaching: The Moves, pg. 107 “If coaches really want to know the impact of their work with teachers, then they need to collect pre- and post-assessment data during the coaching cycle.” Sweeney, Student-Centered Coaching: The Moves, pg. 136

Collecting Pre/Post Data

Mathematical Practice 3 (taken from CCSS): Construct viable arguments and critique the reasoning of others. Learning Target: I can use important math vocabulary terms in discussions to deepen my mathematical understanding.

Math Vocabulary Pre/Post Data

Collecting Baseline & Post Assessment Data

Coaching Cycle Focus: Writing Narratives w/ Word Choice Emphasis 6th Grade LA Standard: ★ Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well–structured event sequences. Learning Target: I can craft a narrative that uses descriptive details to convey a message to my readers. DATA COLLECTION

Collecting Data Using Formative Assessment

8th Grade LA Standards:

★ Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and summary of the text. ★ Analyze how differences in the point of view of the characters and the audience or the reader create such elements as suspense

• r humor.

Learning Target:

★ I can write a summary of a text which includes points of view

• f the characters.

The Moves Pg. 115

Thoughts from Sweeney

“...data is manifested in so many ways.” Sweeney, Student-Centered Coaching: The Moves, pg. 72 “We are careful to be thoughtful about the kind of evidence we are collecting and how we are using it….” Sweeney, Student-Centered Coaching: The Moves, pg. 105

Data Collection Stations

★ Now let’s practice determining how we will collect data based on different coaching scenarios. ○ Scenario A: Gathering Initial/ Baseline Data ○ Scenario B: Gathering Formative Data ○ Scenario C: Gathering Summative/Final Data ★ Go to the poster that matches the scenario letter on the back of your handout. ★ Read the scenario. ★ With your group members, generate a list of ways to gather data around this scenario and record them on your poster. ○ If you get stuck, feel free to consult SCC-The Moves!

Jigsaw: Gallery Walk

★ Form groups of 3 with one person from scenario A, B, and C. ★ Share out ideas while doing a gallery walk of the Jigsaw posters. ★ Rotate to the next scenario when your group is ready. ★ Whole Group: ○ What surprised you? ○ What squared with you? ○ What do you want to take away? **PARKING LOT **

Phase 2: Interpreting & Responding to the Data

★ After attending an NGSS training, a science teacher wants to make sure her instruction is aligned to the 3D model around the standards of genetics.

○

• 1. Disciplinary Core Ideas, 2. Cross-Cutting Concepts, 3. Science & Engineering Practices

★ They decide that the coach will come in and collect data, writing down the student and teacher moves during class. (Gathering) ★ Together the teacher and coach color code the data based on the 3D model. ★ The pair notices that there are no Cross-Cutting Concepts being utilized by the students or teacher. (Interpreting) ★ They decide to begin a coaching cycle together with the focus of including a balance of 3-Dimensional Learning. (Responding)

Interpreting & Responding to the Data

Standard (3.NF.A.3): Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Learning Target: I can compare fractions and determine if they are bigger or smaller than

• ther fractions.

A 3rd grade teacher and a coach recently began a coaching cycle and are meeting with their PLC. They’ve given a bell-ringer to students to assess their understanding (Gathering). As students turn them in, the coach and teacher sort the bell-ringers into groups based on common mistakes (Analyzing/Interpreting). Here is how they were sorted: ★ 6 students: (24%) See the numerator as the size indicator (2/5 is greater than 1/2) ★ 8 students: (32%) See the denominator as the size indicator (1/10 is greater than 1/2) ★ 11 students: (44% ) Understand that both have a role in determining size ★ How can we respond to the data?

Interpreting & Responding to the Data

Scenario: A 6th grade Science teacher and a coach have given a pre-assessment (Gathering) of the standard: MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, and groundwater resources are the results of past and current geoscience processes. The pair scored the short-response tests using a standards-based rubric. Baseline data results (Analyzing): ★ 22% of students did not meet the standard ★ 59% of students approach the standard ★ 13% of students meet the standard ★ 3% of students exceed the standard Turn & Talk (Groups of 2-3): ★ What questions or wonderings does this data reveal (Interpreting)? ★ How might the pair respond instructionally to this data (Responding)? **PARKING LOT **

Phase 3: Practicing - Role Playing

★ Purpose: Practice a coaching conversation in a safe environment ★ Characters: One coach, one teacher, one observer (groups of 3) ★ Practice: Now, choose scenario A, B, or C and practice role playing a coaching conversation.

What happens when teachers are afraid of data?

★ Acknowledge their concern. ★ Offer reassurance; it is not a reflection on teachers. ★ The expectation in coaching cycles is that the pre-assessment data will be low. ★ Keep the end in mind! There is the potential for huge gains in learning! ★ Because data has no emotion, it can speak very clearly to us and help us reformulate a plan for next time!

Back to Stop & Jot

★ Revisit your belief statement that you wrote at the beginning of the session. ★ Edit! Revise! Perhaps use a different color pen. ★ How has your thinking changed? ★ What would you add to your writing? ★ How might you apply this new learning/thinking to your coaching journey?

End & Send (Parking Lot)