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Data Chats in our PLCs

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Tina Brush

on 10 July 2014

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Transcript of Data Chats in our PLCs

Where are we with PLCs?
Data in our PLCs
Meeting Weekly
Documenting Meetings
Becoming Familiar with Roles
Switching Roles When Ready

Next Steps
Exit Ticket
Reflect on how this protocol is different than how we have done Data Chats in the past.

Know- Data Chats, Adapted from Atlas Model

Understand- How to Conduct Data Chats, in PLCs, with the Atlas Model

Do- Describe and Interpret Data, Identify Implications for Classroom Practice, Reflect on Protocol

How does a PLC Data Team analyze data?
Data Chats in PLCs
Essential Questions
Lesson Planning
Determining Pacing
Curriculum Mapping
Developing Common Assessments
Developing Common Rubrics
Examining Student Work
Strategizing common interventions
Providing objective feedback to one another
Analyzing Data
Working as a Team, PLCs
Typically Involve:

Identify students that did and did not master specific essential standards.

Identify successful teaching strategies.

Use the data to guide interventions.

Prioritize instructional time.
Selecting Data to Share
Data is the centerpiece of the group discussion.

We want to use data that will lead to productive group discussions.

Data or artifacts that do not lead to a single conclusion generally lead to rich conversations.
a. Discuss norms/roles
b. Introduce data

a. Look at the data with your colleagues.
b. Make objective statements about the data. Avoid statements like, “It seems...” or “I think...”
c. What do you notice?

a. Talk with your colleagues.
b.Why do you think the data might look this way? Hypothesize.

a. What are some other sources that could confirm or refute this data?
b. What does the data mean for my school regarding curriculum and instruction?
c. How can I dig deeper?

a. a. What did you learn from this activity?

Data Collection & Analysis
Data Protocol
Summative Assessments

Formative Assessments

Interim Assessments

Curriculum-based unit tests-quizes

Class projects

Classwork and homework

Attendance records

Classroom behavior charts

Individualized educational plans (IEPs)

Prior data from students’ cumulative folders
Discuss and plan where you might begin with data conversations.

Identify who might be involved and what data you might discuss.

Getting Started

No judgments
No blaming
Focus on what data tells us about current practice
Focus on problem solving and the future
Focus on results for students
Consider all possibilities
Maintain confidentiality
Describing the Data
The facilitator asks: “What do you see?”

During this period the group gathers as much
information as possible from the data.

Group members describe what they see in data
e.g., “On page one in the second column,
third row...."
Interpreting the Data
“What does the data suggest?"

“What are the assumptions we make about students and their learning?”

The group tries to make sense of what the data says and why.

The group should try to find as many different interpretations as

As you listen to each other’s interpretations, ask questions that help
you better understand each other’s perspectives.
Implications for Classroom Practice
What steps could be taken next?

What strategies might be most effective?

What else would you like to see happen? What kinds of assignments or assessments could provide this information?

What does this conversation make you think about in terms of your own practice? About teaching and learning in general?

Reflecting on the Protocol
Presenter Reflection

Group Reflection
Gathering Data
Step 2: Observe
Step 3: Discuss
Step 4: Action Steps
Step 5: Reflect
Discovery Ed
Theme Tests
Unit Tests
Step 1: Getting Started
Introduce Data
Let's Try Out This Protocol
Full transcript