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Data Chats in our PLCs
Transcript of Data Chats in our PLCs
Data in our PLCs
Becoming Familiar with Roles
Switching Roles When Ready
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
Developing Common Assessments
Developing Common Rubrics
Examining Student Work
Strategizing common interventions
Providing objective feedback to one another
Working as a Team, PLCs
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
Curriculum-based unit tests-quizes
Classwork and homework
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.
Focus on what data tells us about current practice
Focus on problem solving and the future
Focus on results for students
Consider all possibilities
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,
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
Step 2: Observe
Step 3: Discuss
Step 4: Action Steps
Step 5: Reflect
Step 1: Getting Started
Let's Try Out This Protocol