A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011
A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011.
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Transcript of A310-G INQUIRE: Digging into Student Data Wednesday January 12, 2011.
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A310-G
INQUIRE: Digging into Student Data
Wednesday January 12, 2011
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Digging out of snow!
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Plus/Delta Protocol
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Learning Objective
Understand how digging into multiple forms of data informs our understanding of student
learning.
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Agenda for Today
Educational Question
Elluminate Intro
Priority Question
Item Analysis
Student Work
Reflection
BreakWe are here!
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And now over to you, Anne…
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Testing Audio
1. Click on the Tools menu
2. Select Audio
3. Select Audio Set-up Wizard
4. Follow the on-screen directions. Be sure to select the appropriate Audio Output Device
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Change to Wide-Layout View
• Click on View
• Select Layouts
• Select Wide Layout
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Testing Chat
• Type your favorite animal into the Chat window
• Send to This Room – press return
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Emoticons & Raise Hand
• First, raise your (virtual) hand.
• Second, click on the emoticon that represents how are you feeling about Live-Online so far.
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Polling
• How would you rate your stress level for this course right now?
A. High
B. Medium
C. Low
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Talking on Microphone
• “Whip Around” – Go down the participant list.
• Click mic icon once to talk – THEN CLICK OFF.
• Whip Around
– Your name
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Live-Online Norms
• Participate!
– Emoticons
– Polling
– Chat
– Mic
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Educational Question
EDUCATIONAL QUESTION
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An Educational Question is…
• 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
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
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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?
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Data Overview: Intentional Collaboration
• 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
Patterns/TrendsSimilaritiesDifferencesStrengths Struggles
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Getting to a Priority Question
PRIORITY QUESTION
EDUCATIONAL QUESTION
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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
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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
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A Priority Question is…
• 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
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
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0%10%20%30%40%50%60%70%80%90%
100%
Percentage of Students Scoring Proficient/Advanced by Subgroup
subgroups not mutually exclusiveGrade 10 State Comprehensive Assessment: ELA
Franklin High School, 2010
Pe
rce
nta
ge o
f St
ud
en
ts
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Getting to a Priority Question• Priority Question
– How are our students with less than 90% attendance performing on the ELA State Assessment?
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
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Getting to a Priority Question• Priority Question
– How are our students with less than 90% attendance performing on the ELA State Assessment?
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
– Examine data by standard for select students to maintain focus on teaching and learning.
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Fiction
(8 items)
Dramatic Liter-ature (3
items)
Understanding a Text (1
item)
Style and Lan-guage
(4 items)
Nonfiction
(13 items)
Theme
(1 item)
Structures and Origins of
Modern English
(1 item)
Vocabulary and Concept Devel-opment
(5 items)
Genre
(1 item)
Poetry
(3 items)
0%
20%
40%
60%
80%
100%
Average Percentage of Correct Answers for Each Standard Tested
Grade 10 State Comprehensive Assessment: ELAFranklin High School, 2010 (n=699)
ELA State Standard Tested
Ave
rage
Per
cent
age
of C
orre
ct A
nsw
ers
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Getting to a Priority Question• Priority Question
– How are our students performing on the Poetry Standard of the ELA State Assessment?
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
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Getting to a Priority Question• Priority Question
– How are our students performing on the Poetry Standard of the ELA State Assessment?
Educational Question
Priority Question
Learner Centered Problem
Problem of Practice
Action Plan
– Examine subgroup data for select standard to narrow your focus further.
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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
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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?
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Emoticons & Chat-In
• How do feel about these factors?
– Data
– Resources
– Buy-In
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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
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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
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Proposal Protocol
• Guidelines for Proposal– “I propose that we …”
– State one specific 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
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Vocabulary and Concept Devel-opment
5
Structure and Origins of Modern English
1Understanding a Text
1
Genre1
Theme1
Fiction8
Nonfiction13
Poetry3
Style and Language4
Dramatic Literature3
Number of Test Items per Standard
State Comprehensive Assessment: ELA2010
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Fiction
(8 items)
Dramatic Liter-ature (3
items)
Understanding a Text (1
item)
Style and Lan-guage
(4 items)
Nonfiction
(13 items)
Theme
(1 item)
Structures and Origins of
Modern English
(1 item)
Vocabulary and Concept Devel-opment
(5 items)
Genre
(1 item)
Poetry
(3 items)
0%
20%
40%
60%
80%
100%
Average Percentage of Correct Answers for Each Standard Tested
Grade 10 State Comprehensive Assessment: ELAFranklin High School, 2010 (n=699)
ELA State Standard Tested
Ave
rage
Per
cent
age
of C
orre
ct A
nsw
ers
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Proposal Protocol
• Guidelines for Proposal– “I propose that we …”
– State one specific 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
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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
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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
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Questions & Answers (or Break)5 Minutes
Educational QuestionPriority Question
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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
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Digging Into Data
PRIORITY QUESTION
EDUCATIONAL QUESTION
Priority Question: How are students performing on nonfiction items?
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Digging Into Data: Item Analysis
• Build Shared Meaning of Standard
• Examine Select Item-Level Data
• Examine Select Items
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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.”
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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.”
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The New Taxonomy of Educational Objectivesby Marzano & Kendall (2007)
• “Systems of Thinking”
– “Level 6: Self-System”
– “Level 5: Metacognitive System”
– “Level 4: Knowledge Utilization”
– “Level 3: Analysis”
– “Level 2: Comprehension”
– “Level 1: Retrieval”
“Cognitive System”
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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?
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Analyze
• Think of and write down one analysis task students could engage in? (1m)
• All-Chat: Share your idea via chat. (3m)
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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.”
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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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Shared Meaning for Nonfiction
• Whole Group (4m)
– What is your evidence? Raise hand to get on mic
• “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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Data for Nonfiction
• Individually Review Item-Level Data (4m)– Stay at the level of the data
• Whole Group– Chat-In: What do you see? (5m)
– On Mic: How might you group these items? (5m)• We group to focus and save time
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Franklin High’s Priority Group
ITEM TYPEREPORTING CATEGORY STANDARD SCHOOL
1 MC LT 13 92%2 MC LT 13 90%4 MC LT 13 82%5 MC LT 13 60%6 MC LT 13 72%7 MC LT 13 72%
29 MC LT 13 85%30 MC LT 13 72%31 MC LT 13 65%32 MC LT 13 77%33 MC LT 13 57%
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Franklin High’s Priority Group
ITEM TYPEREPORTING CATEGORY STANDARD SCHOOL
1 MC LT 13 92%2 MC LT 13 90%4 MC LT 13 82%5 MC LT 13 60%6 MC LT 13 72%7 MC LT 13 72%
29 MC LT 13 85%30 MC LT 13 72%31 MC LT 13 65%32 MC LT 13 77%33 MC LT 13 57%
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Franklin High’s Priority Group
ITEM TYPEREPORTING CATEGORY STANDARD SCHOOL
1 MC LT 13 92%2 MC LT 13 90%4 MC LT 13 82%5 MC LT 13 60%6 MC LT 13 72%7 MC LT 13 72%
29 MC LT 13 85%30 MC LT 13 72%31 MC LT 13 65%32 MC LT 13 77%33 MC LT 13 57%
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Items for Nonfiction
• Individually: Time to read the passage. (5m)
• Examine Item 5– Answer the question yourself. (15s)– Chat-In: What does a student need to know and
be able to do to answer this question correctly? (5m)
– On Mic: What are you theories about why students choose each incorrect answer. (5m)
– *Repeat for Items 6 & 7
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Learning from Item Analysis
• *How can we describe the strengths and struggles of our learners?
– Free write
– Chart paper and markers
– Think, pair, share
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Chat-In & Mic
• Imagine yourself “on the balcony…”
– What adaptive challenges might we face when
moving from an Educational Question to a Priority
Question to an Item Analysis?
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Digging Into Data
PRIORITY QUESTION
EDUCATIONAL QUESTION
Priority Question: How are students performing on nonfiction items?
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Looking at Student Work
• *Individually: Complete the prompt (4m)
• *Triads: Share your approach (6m)
• Individually: Review student work (5m)– Stay at the level of the data
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Looking at Student Work Protocol
• On Mic: Whole Group
– What do you see? (10m)
• Starting with Student 1
– What do you make of it? (10m)
• Trends & patterns
• Similarities & differences
• Strengths & struggles
Priority Question: How are students performing on nonfiction items?
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Digging Into Data
PRIORITY QUESTION
EDUCATIONAL QUESTION
Priority Question: How are students performing on nonfiction items?
LEARNER CENTERED PROBLEM
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A Learner-Centered Problem is…
• … a statement about student learning, not a question.
• … based on evidence we found when digging into data.
• … directly related to your Priority Question.
• … specific and small.
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ExamplesPriority Question Learner Centered Problem
Writing: How do students use evidence from text to support their argument?
Students don’t explain how quotes support their argument.
Reading: What strategies do students use for comprehension?
Students don’t look for connections to their own lives as they read.
Math: How do students approach word problems?
Students translate word problems into equations and solve without thinking about what the problem is asking.
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Reflection
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Taking Stock of your Learning
• Revisit what you wrote yesterday about maintaining a relentless focus on Evidence in all conversations
3 minutes
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Plus/Delta Protocol
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See you tomorrow…