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![Page 1: Deena Abu-Lughod 1 Children First Intensive Using Data, Part I: Improving Schools Through Collaborative Inquiry (Introduction to the Consensogram and Network.](https://reader036.fdocuments.net/reader036/viewer/2022062804/5697bf8e1a28abf838c8cce7/html5/thumbnails/1.jpg)
1Deena Abu-Lughod
Children First Intensive
Using Data, Part I: Improving Schools Through Collaborative
Inquiry
(Introduction to the Consensogram and Network Data)
ESO Networks 14 and 19May 20, 2009 Rm 63 1230 Zerega Ave.
Facilitator:
Deena Abu-Lughod, Senior Achievement Facilitator
Adapted from Nancy Love, Presentation to SAFs, April 2, 2009
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2Deena Abu-Lughod
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3Deena Abu-Lughod
Learning Intention
Build capacity to move into and sustain system-level change by:
Broadening support for collaborative inquiry
Using collaborative data tools to: Expand and deepen data-driven dialogue
throughout the school Examine current state of inquiry and systems
that produce learning Shift conversations toward systemic conditions Strengthen collaborative culture
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4Deena Abu-Lughod 4
Core Process
Phase II: Move the
Students
Phase I: Identify
Students and
Targets
Phase III: Move the
System
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5Deena Abu-Lughod
Analyze systems that
produced conditions of
learning
Design and implement change strategy
Evaluate and revise based on interim progress
measures
5
A More Detailed Look at the Inquiry Process: Phase III
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6Deena Abu-Lughod
Agenda
Every Teacher Engaged in Inquiry
Consensogram and Data-Driven Dialogue
Data-Driven Dialogue on Network-level ELA data
Principles of Effective Data Use
Lunch
Examining Systems and Shifting Conversations: Verify Causes Tree (second PPT)
Reflection
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7Deena Abu-Lughod
Essential Question
How can we deepen and expand collaborative inquiry in our schools? Bring more students into the sphere of success?
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8Deena Abu-Lughod
Assumption
Collaborative inquiry – school teams constructing meaning of student-learning
problems and testing out solutions together through rigorous use of data and reflective dialogue – unleashes the resourcefulness
of educators to continuously improve student learning.
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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9Deena Abu-Lughod
What Inquiry Teams Do
Engage in deep self-study using quantitative and qualitative data to change instructional practice in order to accelerate student progress;
Meet at school on a regular basis to find an effective change strategy for moving a small group of students;
Take what they have learned to implement school-wide change strategies.
NYC Children First Intensive
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10Deena Abu-Lughod
INQUIRY TEAM
INQUIRY TEAM
INQUIRY TEAM
INQUIRY TEAM
Every Teacher Engaged in Inquiry
INQUIRY TEAM
TARGET POPULATION
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11Deena Abu-Lughod
Every Teacher Engaged in Inquiry
Other models?
X4: Every teacher conducted an action research project
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12Deena Abu-Lughod
Data-Driven Dialogue Buddies
Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004.
Julissa Vanessa Carl Tommy
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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13Deena Abu-Lughod
Data-Driven Dialogue
Adapted from B. Wellman and Laura Lipton, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Sherman, CT: MiraVia LLC, 2004.
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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14Deena Abu-Lughod
Consensogram
Quick and dirty surveys of Beliefs and Perceptions> Learn a tool> Learn more about your context> Demonstrate process for learning from any kind of
data> Illustrate principles for data use
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15Deena Abu-Lughod
Consensogram QuestionnairePlease respond on a scale from 1 to 10. 1 is the lowest; 10 is highest.
To what degree do you believe in the need for collaborative inquiry? (BLUE)
To what degree does your principal believe in the need for collaborative inquiry? (GREEN)
To what degree is this statement true for your school: Teams of teachers engage in deep self-study using quantitative and qualitative data to change instructional practice and accelerate student learning. (ORANGE)
Rate your own skills in leading collaborative inquiry. (PINK)
To what degree is constructive dialogue about race, class, culture, gender and other differences a norm in your setting? (YELLOW)
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
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16Deena Abu-Lughod
Consensogram Directions
Complete survey
Take one color-coded Post-it for each question
Write response on Post-it
Do not share responses
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17Deena Abu-Lughod
Phase 1: Predict
I predict…
I assume…
I wonder…
I’m expecting to see…
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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18Deena Abu-Lughod
YES NO
• It’s 53 degrees out • It’s cold
Concept Attainment, Part 1
• 75% of our 4th graders scored below proficiency in mathematics problem solving
• Our teachers are not comfortable with mathematics content
• This student diagrammed each trip across the river
• The student must have used the diagram to generate the rule
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19Deena Abu-Lughod
YES NO
• 22% of our students answered item 15 “b”. The correct answer was “a”
• That’s because they don’t understand the vocabulary in the question
Concept Attainment, Part 2
• This year we increased the percentage of students in Level 4 in science by 10% over last year
• Our new science program must be working
• 25% more boys than girls pass the Global History Regents
• Boys are more interested in history than girls
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20Deena Abu-Lughod
Concept Attainment Testers
Our teachers aren’t emphasizing basic skills enough
45% of our eighth graders are not meeting the standard in number sense
Teachers aren’t teaching inquiry-based science because they feel too much pressure to cover the curriculum
On a recent survey, a majority of elementary teachers reported that they needed more professional development in science content
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21Deena Abu-Lughod
BECAUSE
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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22Deena Abu-Lughod
PHASE 1 Predict
PHASE 3 Infer/Question
PHASE 2 Observe
GoVisual
Observation Reminders
Made by the five senses
Quantitative and qualitative
Contain no explanations
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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23Deena Abu-Lughod
Consensogram Directions (continued)
Place Post-its in the appropriate column for each question
Create a bar graph
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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24Deena Abu-Lughod
Phase 3: Observe
I am struck by…
I observe…
I notice…
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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25Deena Abu-Lughod
Phase 4: Infer/Question
A possible explanation…
That may be because…
A question I have now…From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the
Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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26Deena Abu-Lughod
Reflecting on the Process
What struck you about the process (Consensogram and Data-Driven Dialogue)?
What principles of data use might be applicable to others kinds of data?
How might you use these tools to build capacity for system-level change?
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27Deena Abu-Lughod
Consensogram Questionnaire: Our DataPlease respond on a scale from 1 to 10. 1 is the lowest; 10 is highest.
To what degree do you believe the gap between White/Asian students and Black/Hispanic students has narrowed? (BLUE)
To what degree do you believe the gap between girls and boys has narrowed? (GREEN)
To what degree do you believe the gap between LEP students and English dominant students has narrowed? (ORANGE)
Rate your own skills in manipulating data to conduct disaggregated data analysis. (PINK)
Rate the likelihood that you could facilitate a dialogue with teachers about the achievement gap. (YELLOW)
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
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28Deena Abu-Lughod
Phase 1: Our Predictions, Assumptions, Wonderings, Expectations
Gaps between ethnicities:
Gender gap:
Gaps between ELLs and ED:
Ability to conduct data analysis:
Ability to facilitate analysis:
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29Deena Abu-Lughod
Consensogram Directions (continued)
Place Post-its in the appropriate column for each question
Create a bar graph
From N. Love, K. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin Press, 2008. All rights reserved.
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30Deena Abu-Lughod
Phase 3: Observations on our DataGaps between ethnicities:
Gender gap:
Gaps between ELLs and ED:
Ability to conduct data analysis:
Ability to facilitate analysis:
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31Deena Abu-Lughod
Achievement Gap: 2009 vs 2008
9
322
188
3393
777
5543
150
216
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Wh/As
Blk/Hisp
Lvl 1
Lvl 2
Lvl 3
Lvl 4
24
609
242
3287
664
3833
119
187
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Wh/As
Blk/Hisp
Lvl 1
Lvl 2
Lvl 3
Lvl 4
2009
2008
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32Deena Abu-Lughod
Gender Gap: 2009 vs 2008
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
F
M Lvl 1
Lvl 2
Lvl 3
Lvl 4
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
F
M Lvl 1
Lvl 2
Lvl 3
Lvl 4
2009
2008
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33Deena Abu-Lughod
ELL Gap: 2009 vs 2008
201
3
129
1132
339
2121
612
1106
4635
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ELL
F-ELL
Eng Dom Lvl 1
Lvl 2
Lvl 3
Lvl 4
309
52
275
835
879
1811
330
1633
2520
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ELL
F-ELL
Eng Dom Lvl 1
Lvl 2
Lvl 3
Lvl 4
2009
2008
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34Deena Abu-Lughod
Phase 4: Infer/Question (possible explanations, that may be because…, a question I now have is…)
Gaps between ethnicities:
Gender gap:
Gaps between ELLs and Eng. Dominant:
Ability to conduct data analysis:
Ability to facilitate analysis:
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36Deena Abu-Lughod
Principle 1: Pay Attention to the Process
3 Point Communication:1) Facilitator2) Participants3) The Data
Separate the data from points 1 and 2 so you can problem solve together about the data. Think of it like looking at X-Rays with the doctor. In a parent-teacher conference, it’s not about my parenting or her teaching, but about the work.
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37Deena Abu-Lughod
Principle 2: Separate Data from Inference
”“It is a fatal fault to reason whilst observing, though so necessary beforehand and so useful afterwards.
— Charles Darwin
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38Deena Abu-Lughod
Principle 3: Multiple perspectives yield the richest analysis
We do this work in teams to garner multiple perspectives.
In these exercises, did you hear things you hadn’t noticed in the data?
If witnessing an accident at a 4 way intersection, would you want to hear perspective from all four corners?
Invent the person - put a place at the table that is the parent, the students - what would they be saying if they were here?
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39Deena Abu-Lughod
“Hello, Emily. This is Gladys Murphy up the street…
Fine, thanks… Say, could you go to your window and describe what’s in my front
yard?