Description:
This session will focus on building teacher, school, and district-level leadership capacity to improve instuction by defining data literacy in education and outlining a process that will assist in decision-making. The participants will use a cyclical process for data-driven decision-making to determine an area of focus for instructional improvement that exists within their current situation. Using current data from EVAAS and other data sources, the participants will create an action plan to address gaps in student achievement. The participants will leave the session with resources that can be shared within their LEA in the decision-making process.

Objectives:
  • Apply understanding of the data-driven decision-making process
  • Understand how data can inform instructional practice
  • Create a data-based action plan to address gaps in student achievement

Outcomes:
  • The participants will be able to define data literacy and explain the four different type of data.
  • The participants will be able to identify an area of focus for instructional improvement and its root causes.
  • The participants will create an action plan with SMART goals to address an area of focus for district, school, or classroom improvement.

Pre-load for focus work:
  • Participants will complete the Data Literacy Module available in NC Education to give everyone the same foundation. https://center.ncsu.edu/nc/enrol/index.php?id=1481
  • Participants bring LEA/school/classroom data pertaining to their needs.
  • Participants will bring their own digital devices.

Team Data Literacy

Name
Location
Email
Cynthia Debreaux (EC)
Greenville
debreauxc@ecu.edu
Bill Rynn (EC)
Boone
rynnb@regionaledservices.com
Jennifer Cash (EC)
Charlotte
jcash111@uncc.edu
Greg McKnight (ERD/SS)
Creedmoor
gregory.mcknight@dpi.nc.gov
Lisa Amerson (ERD)
Cornelius
lisa.amerson@dpi.nc.gov
Melanie Honeycutt (DTL)
Morganton
melanie.honeycutt@dpi.nc.gov
Ann Carlock (C&I/SS)
Raleigh
ann.carlock@dpi.nc.gov
Barbara Scriven (EC)
Fayetteville
barbara.scriven@dpi.nc.gov
John Moran (DST)
Raleigh
john.moran@dpi.nc.gov
Krystal Thompkins (DST)
Raleigh
Krystal.Thompkins@dpi.nc.gov

Team Norms:

Participate in all areas of development and implementation to the greatest extent possible

Collaborate with each other

Expect to be supported

Ask for what we need

Stretch yourself to help us create the best possible product

Review wikispage and post to discussion board by Monday at 5:00pm weekly


MEETING SCHEDULE
Meeting Date
Location
Method
3/4/13
online
Discussion Board
3/18/13
online
Discussion Board
4/11/13 at 10:00am
virtual video conference
Google Hangout
4/29/13
online
Discussion
5/13/13
online
Discussion
Electronic meetings every Monday through the use of the wikispace discussion board feature. I am asking that you check our wiki each week and post your information each Monday before 5:00. Weekly updates and tasks that need to be done will be posted each week along with a timeline for completion and any questions to gain your input on Fridays. You can post your comments, concerns, etc. on the discussion board. Each Wed., I have to report on our work during Agency check-in meetings. I will keep you informed as we work through this process.

Our session is: Instructional Improvement Data Literacy and will be 3 hours. There will be two sessions running concurrently, one in the East and one in the West.
Date
Location
Presenters
July 8-9
Greenville
Cynthia Debreaux, Greg McKnight, Ann Carlock, Barbara Scriven, Krystal Thompkins
July 8-9
Charlotte
Bill Rynn, Jennifer Cash, Lisa Amerson, John Moran, Melanie Honeycutt
July 10-11
Greenville
Cynthia Debreaux, Greg McKnight, Ann Carlock, Barbara Scriven, Krystal Thompkins
July 10-11
Charlotte
Bill Rynn, Lisa Amerson, John Moran, Melanie Honeycutt
July 15-16
Greensboro
Bill Rynn, Lisa Amerson, John Moran, Melanie Honeycutt
July 15-16
Durham
Cynthia Debreaux, Barbara Scriven, Greg McKnight, Ann Carlock, Krystal Thompkins
July 17-18
Greensboro
Bill Rynn, Lisa Amerson, John Moran, Melanie Honeycutt
July 17-18
Durham
Cynthia Debreaux, Barbara Scriven, Greg McKnight, Ann Carlock, Krystal Thompkins
July 23-24
Cumberland Co.
Ann Carlock, Barbara Scriven
July 23-24
Henderson Co.
Lisa Amerson, Cynthia Debreaux

SUPPLIES AND MATERIALS
Post materials that will help our teams be productive: Post any materials that you think we will need. Our supply requests has been submitted. Please review the items requested to see if there are others that are needed.



TIMELINE:
June 28: Trainers Workshop, Dress Rehearsal (Trainers need to be present (Greg, Lisa, Ann, Melanie)
By June 30: Dates for follow-up PD ready for each RESA Director

TEAM ASSIGNMENTS

All team members should be adding resources that will support the presentation in the resource tabs for each component.
TEAM Presentation leads: Greg McKnight (EAST), Lisa Amerson (WEST)
Each team MUST bring an LCD projector to the session. (none will be provided).

PRESENTATION COMPONENTS

Meet The Presenters



Teacher and Executive Standard Alignment

teachereval.png
Standard I: Teachers Demonstrate Leadership:
Ia: Teachers lead in their classrooms.
Ib: Teachers demonstrate leadership in the school.

Standard IV: Teachers Facilitate Learning for Their Students:
IVb: Teachers plan instruction appropriate for their students.
IVh: Teachers use a variety of methods to assess what each student has learned.

Standard V: Teachers Reflect on Their Practice:
Va: Teachers analyze student learning.

pap1.png
Standard I: Strategic Leadership:
Ib: Leading Change: The principal/assistant principal articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.
Ic: School Improvement Plan: The school improvement plan creates a framework in which strategic planning and work toward goals results in improved student achievement.

Standard II: Instructional Leadership
IIa: Focus on Learning and Teaching, Curriculum, Instruction, and Assessment: The principal/assistant principal leads the discussion about standards for curriculum, instruction, and assessment on research and best practices in order to establish and achieve high expectations for students.

Standard III: Cultural Leadership
IIIa: Focus on Collaborative Work Environment: The principal focuses on the development of a spirit of collaboration between staff members.

Interactive Agenda


Time
Activities
Learning Target
5 minutes ....................
Welcome, Standards, and Overview .....................................
In this part of the session, I can:
  • Access the website where today's materials are housed.
  • Meet the presenters.
  • Understand the session's alignment with the teacher and executive standards.
25 minutes
Data Literacy
In this part of the session, I can:
  • Explain what it means to be data literate.
  • Identify the four different types of data and examples of each.
  • Brainstorm and share ideas on how the types of data will impact instruction.
  • Understand the data-driven decision-making process.
35 minutes
Reflect
In this part of the session, I can:
  • Analyze my data to determine an effect.
  • Create a fishbone diagram to chart causes for effect.
35 minutes
Plan
Break embedded
In this part of the session, I can:
  • Choose cause(s) to be used as focus area.
  • Create SMART goals to address cause(s).
30 minutes
Implement
In this part of the session, I can:
  • Identify strategies that can be implemented to address the cause(s).
  • Create a plan for implementation.
20 minutes
Assess
In this part of the session, I can:
  • Create a plan for collecting data to address student/program outcomes.
20 minutes
Analyze Data
In this part of the session, I can:
  • Create a plan for data analysis and measuring the SMART goals.
5 minutes
Training Plan
In this part of the session, I can:
  • Create a plan for sharing what I learned in today's session with others.
5 minutes
Evaluation
In this part of the session, I can:
  • Provide feedback to the presenters.

New Page: Data Literacy

In this part of the session, I can:
  • Explain what it means to be data literate.
  • Identify the four different types of data and examples of each.
  • Brainstorm and share ideas on how the types of data will impact instruction.
  • Understand the data driven decision making process.

Activity: What is Data Literacy?

Take a few moments to contemplate the definition of data literacy, then add your thoughts to the poll below.
West Session: Click here to respond to the poll.

East Session: Click here to respond to the poll.






Activity: Types of Data

  1. Brainstorm the different types of data you have or can collect in your classroom, school, or district.
  2. Click on the Tricider for your session below and add your ideas on each of the four sections.
  3. To add your ideas, scroll to the bottom of each of the four types and click Add New Idea.
  4. Add your idea in the box that pops up. Your name is optional. Click Save.
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West Session
Click Here
East Session
Click Here


Activity: Instructional Improvement

  1. Consider how each of the examples of data now listed in the Triciders under the four types can impact instruction.
  2. Re-visit your session's Tricider to share how specific pieces of data can be used to impact instruction
  3. Click Add Argument to at least three data examples and add your thoughts in the box that pops up.
  4. Click the plus sign to the left of the box (as long as you are adding a positive) and then click the checkmark to post.
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Picture of sample

New Page: Reflect


In this part of the session, I can:
  • Analyze my data to determine an effect.
  • Create a fishbone diagram to chart causes for effect.







Sample Fishbone Diagram





Activity: Charting Cause and Effect

Participants will now be divided into 3 job-alike groups based on data they will be using for analysis:
  • district/school data (principals, assistant principals, central office staff, etc)
  • professional development data (professional development coordinators, teacher leaders focused on professional development, etc.)
  • teacher data (classroom teachers, instructional coaches, etc.)

1. Using your data, determine the effect/problem you want to use as your focus area. Fill the effect in the appropriate box on the right side of the fishbone diagram.

Click here for a fillable Word version of the diagram.
Click here for a fillable PDF version of the diagram.

2. Determine the major cause categories and add them to the category boxes.

3. Identify the possible root causes for your effect and add them as sub-branches with arrows under the appropriate category. Causes can fall under more than one category and can be added to the diagram as needed.
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Reflection Resources

Resource

Description

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[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
These documents explain how to interpret EVAAS Teacher Value Added reports.
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
This document describes how you can use EVAAS Teacher Value Added reports to improve student progress.
http://www.ncteachingconditions.org/
Teacher Working Conditions survey
http://it.ncwiseowl.org/accountability/amtr/a_m_t_r_data
Annual Media and Technology reports
http://www.ncpublicschools.org/accountability/reporting/leaperformancearchive/
EOG and EOC data
http://www.ncschoolreportcard.org/src/
School Report Card data
http://www.ncpublicschools.org/research/dropout/reports/
Dropout reports
http://accrpt.ncpublicschools.org/app/2012/disag/
NCDPI Data Site
http://www2.ed.gov/rschstat/eval/tech/use-of-education-data/use-of-education-data.pdf
U.S. Department of Education report on the use of data at the local level
Home Base












New Page: Plan


In this part of the session, I can:
  • Choose cause(s) to be used as focus area.
  • Create SMART goals to address cause(s).



Activity: Creating a SMART goal


1. Review the cause and effect chart you created and determine which cause or causes will be your focus area.

2. Use the SMART goal worksheet to create a SMART goal based on what you would like to change/the effect you hope to see.
  • smart goal worksheets go here

3. Add your focus area for improvement and SMART goal to the Data Action Plan Template in the appropriate spaces.
  • data action plan template goes here
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Activity: Share your SMART goal

Please share with the group by adding your SMART goal to the poll for your session.


West Session: Click here to respond to the poll.

East Session: Click here to respond to the poll.




Planning Resources

Resource
Description
http://www.oma.ku.edu/soar/smartgoals.pdf
General article on SMART goal creation.
http://personalsuccesstoday.com/smart-goals-the-data/
Data on SMART goals.
http://www.projectsmart.co.uk/use-smart-objectives-to-focus-goals-plans-and-performance.html
Article about reflection and further growth process









New Page: Implement

In this part of the session, I can:
  • Identify strategies that can be implemented to address the cause(s).
  • Create a plan for implementation.




Video: Strategy Examples

We will watch the first video together. The other videos are here as resources for you.

Improving Participation With Talk Moves


Retrieved from
https://www.teachingchannel.org/videos/student-participation-strategy

Structure Learning with Essential Questions


Retrieved from
https://www.teachingchannel.org/videos/structure-learning-essential-questions

Assess and Plan with Exit Tickets


Retrieved from
https://www.teachingchannel.org/videos/teacher-assessment-strategy

Activity: Strategy Round Up

1. Brainstorm some possible strategies that can be implemented to achieve your SMART goal. Use the resources listed at the bottom of the page to help find strategies.

2. Share with your group one strategy and what you hope to accomplish by its implementation. You can also share your strategy on Twitter using #ncsi13.
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Activity: Create an Implementation Plan

1. Reflect on the following questions:
  • What needs to be in place in order for you or your team to achieve your SMART goal?
  • What steps or strategies do you need to implement in order to achieve your SMART goal?
  • What resources are needed or need to be in place in order to achieve your SMART goal?
  • What professional development do you need in order to achieve your SMART goal?
  • What data sources will you use to evaluate your outcome?
  • Who will be responsible for the different parts of your plan?

2. Using the guiding questions above and the resources below, complete the following columns on your Data Action Plan Template:
  • Priorities/Objectives
  • Steps/Strategies
  • Resources Needed
  • Data Sources
  • Responsible Persons
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Implementation Resources
Resource
Description
http://www.learningpt.org/pdfs/datause/guidebook.pdf
A very thorough guidebook to using data in school improvement efforts
http://www.all4ed.org/files/AchievingWealthOfRiches.pdf
The "why" and "how" of using data to transform teaching and learning
NC Education
Numerous modules available including:
  • Revised Bloom's Taxonomy
  • Understanding the Standards
  • Connecting with our 21st Century Learners
  • Digital Literacies in the K-12 Classroom
  • Literacy in Science, Social Studies, and Technical Subjects
Edutopia
Specific Topics
The Teaching Channel
Search for videos related to specific topics or subject areas
Click here for student engagement strategies videos
ASCD
Book list by topic
Home Base Resources
Lesson plans, assessments, etc.







New Page: Assess

In this part of the session, I can:
  • Create a plan for collecting data to address student/program outcomes.



Video: Improving Practice: Learning from my Students


Retrieved from
https://www.teachingchannel.org/videos/students-improving-teaching

Activity: Review Your Implementation Plan

1. Review the data sources you listed on your Data Action Plan Template.

2. Reflect on the following questions and make any notes you feel necessary in the Summary section of the Data Action Plan.
  • Is the data you plan to collect the right data to help decide if your implementation plan was successful?
  • Do you have a monitoring plan for collecting data throughout implementation?
  • Have you allowed time for mid-course corrections based on data collection?
  • Are you collecting multiple forms of data from different sources?
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Assessment Resources

Resource
Description
Formative Assessment Training
Do-it-yourself training on formative assessment - specific strategies outlined here
Home Base








New Page: Analyze

In this part of the session, I can:
  • Create a plan for data analysis and measuring the SMART goals.



Activity: Applying the 3 Point Decision Rule

1. Click here to view sample data for Michael.

2. Discuss the following questions with your group and prepare to share out answers with the room.
  • Is Michael on track to meet his goal at the end of the year?
  • Does your team need to make some type of instructional change to Michael's reading program?
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Activity: Review Your Data Action Plan

1. The last step involves asking the question - What does the data tell us? Although you will not be able to answer this question until data has been collected and analyzed, you can begin to consider what will happen next.

2. Reflect on the following questions and make any notes you feel necessary in the Next Steps section of the Data Action Plan.
  • Do we sustain change across school years, or do we only consider one school year at a time?
  • Have we looked back at other school improvement efforts from our past to identify what has worked, and what has not?
  • Are we anticipating pitfalls?
  • Do we keep ourselves in a reactive state, or do we look forward in an effort to anticipate future changes?
  • Do we have the right people at the table?
  • Do we recruit the people we need from other stakeholder groups?
  • Do we take time to celebrate our gains?
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Data Analysis Resources

Resource
Description









New Page: Train

In this part of the session, I can:
  • Create a plan for sharing what I learned in today's session with others.

Activity: Create a Training Plan

1. Create a plan for training others about what you learned during today's session by answering the following questions:
  • How do you plan to share this information with other teachers/administrators at your school or in your district?
  • How will I utilize the team present at today's training in my work?
  • What resources do I need to carry out this plan?

2. Use the document below to record your plan.

  • training plan goes here
sample of training plan

New Page: Facilitated Team Time Reflection

https://docs.google.com/presentation/d/1ZbelLY18gdVzceUjgeQhdahs5YvWvbIzKajLwvFXYUo/edit?usp=sharing




North Carolina Teacher Working Condition Survey: http://www.ncteachingconditions.org/
NCDPI Data: http://accrpt.ncpublicschools.org/app/2012/disag/

New Page: Evaluation

Click here for the evaluation form for this session.