Case Group Locations Please see a Teaching Fellow

Case Group Locations • Please see a Teaching Fellow to find out what case group you are in Copyright © 2016 The President and Fellows of Harvard College FRONT O P J K E F A B Q R L M G H C D N I www. gse. harvard. edu/datawise 1

Internet Access For those of you new to the HGSE Campus: 1) Close web browsers 2) Select the wifi network “Harvard Guest” 3) Open a web browser and follow instructions Ø If you have problems ask a TF for help Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 2

The Data Wise Project at the Harvard Graduate School of Education supporting teams of educators in using data to improve learning and teaching Monday, January 11, 2016 A 310 G Data Wise: Using Data to Improve Teaching and Learning Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise

Step 1 Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 4

Our Teaching Team Kathy Boudett Johanna Barmore Aaron Orzech Michele Shannon Karen Archambault Trish Irving Sarah Jay Erin Sudduth Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 5

Course Colleagues (n=76) HGSE Masters Students from 7 Programs 35% Practitioners from New York, Connecticut and Massachusett s 58% Copyright © 2016 The President and Fellows of Harvard College HGSE Doctoral Students 7% www. gse. harvard. edu/datawise 6

Stay Connected! Twitter #datawise #meetingwise @Data. Wise. Harvard Copyright © 2015 The President and Fellows of Harvard College Facebook Data. Wise. Harvard www. gse. harvard. edu/datawise 7

Reminder to Practitioners • If you have any issues getting on to the course website, please come to the front of the room at noon today to speak with the registrar Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 8

Course Objectives • Understand Data Wise as a way of using inquiry to bring coherence to the core work of schools • Experience collaborative analysis of a wide range of data sources • Practice using Meeting Wise to cultivate the ACE Habits of Deep dive into HGSE Diversity Competency Mind #3 • Build analytic skills to: Ø Ø Interpret evidence and appreciate multiple points of view through active and careful listening Be able to identify and confront views that impede/counter equity and diversity while honoring the dignity of those holding them • Apply knowledge by working collaboratively to develop a plan for integrating the Data Wise into a school or system Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 9

Broad Research Base Coburn and Turner (2011) Offers a framework for thinking about the factors that influence how data is used in schools Key Questions How to shift control and ownership of the work onto teachers? How to surface and transcend the pre-judgments that people may bring to data inquiry? Copyright © 2015 The President and Fellows of Harvard College www. gse. harvard. edu/datawise

Schedule Learn by doing! Three kinds of experiences: • Presentation/ Discussion • Case • Team time Sign up for Office Hours on the course website Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 11

Anchoring in the “Swoosh” Wednesday Thursday Tuesday Monday Friday 12

The ACE Habits of Mind A C E Shared commitment to Intentional Relentless focus on Copyright © 2016 The President and Fellows of Harvard College ction, assessment and adjustment ollaboration vidence www. gse. harvard. edu/datawise 13

Data Wise, p. 226 Protocol: Inquiring Introductions Name, role, how my work feeds my soul Ask about what introducer just said Listener #1 Answer Listener #1’s question Introducer Ask about answer to Listener #1 Listener #2 Answer Listener #2’s question Ask about answer to Listener #2 Listener #3 Answer Listener #3’s question Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 14

Data Wise, p. 226 Protocol: Inquiring Introductions 1. Determine the first Introducer: the person whose birthday is coming up soonest 2. Choose a time keeper who will set an alarm for: 1. 2. 3. 4 minutes per round (if there are 5 people in the group) 5 minutes per round (if there are 4 people in the group) TFs please form 2 Continue doing rounds until everyone has had a groups of your own chance to be the Introducer Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 15

Data Wise Norms 1. 2. 3. 4. 5. 6. Take an inquiry stance Ground statements in evidence Assume positive intentions Stick to protocol and hear all voices Start and end on time Be here now Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 16

I take: actions I draw: conclusions I add: interpretation I select: some data All Data Adapted from Senge, P. , Cambron-Mc. Cabe, N. , Lucas, T. Smith, B. Dutton, J. , and Kleiner A. (2012). Schools that Learn: A Fifth Discipline Handbook for Educators, parents, and Everyone Who Cares About Education. Doubleday/Currency, p. 102.

I take: actions I shut down and decide that there is nothing I can learn from this person I draw: conclusions My teammate has low expectations for disabled students I add: interpretation This means that teammate thinks the student is not capable of writing a strong essay I select: some data My teammate says that the disabled student’s weak essay is “about what can be expected” All Data Adapted from Senge, P. , Cambron-Mc. Cabe, N. , Lucas, T. Smith, B. Dutton, J. , and Kleiner A. (2012). Schools that Learn: A Fifth Discipline Handbook for Educators, parents, and Everyone Who Cares About Education. Doubleday/Currency, p. 102.

Data Wise Norms 1. 2. 3. 4. 5. 6. Take an inquiry stance Ground statements in evidence Assume positive intentions Stick to protocol and hear all voices Start and end on time Be here now Copyright © 2016 The President and Fellows of Harvard College What did you mean by “about what can be expected? ” My teammate wants the best for children www. gse. harvard. edu/datawise 19

Discuss Norms in Case Groups 1. 2. 3. 4. 5. 6. Take an inquiry stance Ground statements in evidence Assume positive intentions Stick to protocol and hear all voices Start and end on time Be here now Discuss in Case Group: • • Copyright © 2016 The President and Fellows of Harvard College Are there any norms we cannot live with? Are there any we want to add? When might it be hard to follow these norms? What will we do to help ourselves stick to them? www. gse. harvard. edu/datawise 20

Committing to Data Wise Norms 1. 2. 3. 4. 5. 6. Take an inquiry stance Ground statements in evidence Assume positive intentions Stick to protocol and hear all voices Start and end on time Be here now Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 21

Stoplight Dashboard Comparison • Get out your Stoplight Dashboard • Form groups of 3 new people • Introduce yourselves and pick a time keeper • Give each person one uninterrupted minute to show his/her Dashboard and describe the insights • Use any remaining time to discuss patterns Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 22

Building on Our Diversity • We can look to one another for expertise in how to do the key tasks in each of the 8 steps Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 23

See www. gse. harvard. edu/datawise Stoplight Protocol on Paper • Describe the key tasks for each step as people place stickers on the swoosh handout and/or respond to an online poll • Give people time to compare their swooshes and discuss differences Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 24

Notes • Please give your printout of your MOOC honor certificate to your case group TF Ø TFs, please write each person’s case group number on page • This afternoon we will discuss the BART test score data that you reviewed for homework Ø Ø Ø Be ready to share 3 things you noticed and 3 things you wondered about the performance of BART students Data is on the “Class Sessions” page of the course website Ask a TF if you have questions • Please come forward now if you are having trouble getting on the course website Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 25

Break Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 26

Step 2 Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 27

Step 1 (continued) Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 28

Step 1 Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 29

1. Organize for Collaborative Work • Adopt an improvement process • Build a strong system of teams • • • Make time for collaborative work Set expectations for effective meetings Set norms for collaborative work Acknowledge work style preferences Create a data inventory Create an inventory of instructional initiatives.

Compass Points Protocol Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 31

Debrief Using SUMI Protocol S U M I What surprised you about this protocol? How might you use this protocol? How could you modify it? What might be the impact of this protocol?

Step 3 a Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 33

Step 3 a Case Creating a Data Overview Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 34

Welcome to BART The Berkshire Arts and Technology Academy (BART), a Public Charter School in North Adams MA that serves 276 students in grades 6 -12

High School Data Team Ben Klompus Principal Alexis Dekel High School Math Dept. Head Sean Keogh ELA Dept. Data Team Peter Thompson Math Teacher Head English Language Arts (ELA) Vertical Team April West ELA Teacher Eric Trumble Math Teacher 36

Student Demographics • 60% low-income • 20% Special Ed. • 7% African American • 4% Hispanic • 87% White

Deliverables at Every Step LEARNER-CENTERED PROBLEM PRIORITY QUESTION PROBLEM OF PRACTICE ACTION PLAN GREATER COMFORT WITH DATA PLAN TO ASSESS PROGRESS TEAMS & STRUCTURES Source: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Learning and Teaching, Revised and Expanded Edition. Ed. K. P. Boudett, E. A. City, R. J. Murnane. (Cambridge, MA: Harvard Education Press, 2013). www. gse. harvard. edu/datawise 38

Step 1: BART’s Process • Team attended Data Wise Summer Institute in 2008 • Leadership organized the schedule so that all teachers meet in: Ø Ø horizontal teams by grade level vertical teams by subject area • Staff discussed the purposes of each team • Teams created norms, processes, agenda templates, and a wiki to house it all 39

Step 2: BART’s Process • Invited a College Board coach to do a full-day workshop on the Preliminary Scholastic Aptitude Test (PSAT), including Ø Ø Ø what it measures how results are reported how to interpret results responsibly 40

Step 3: Create Data Overview KEY TASKS 3. 1 Choose a focus area PRIORITY QUESTION 3. 2 Analyze data, find the story 3. 3 Display the data 3. 4 Allow staff members to make sense of the data and identify a priority question Source: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Learning and Teaching, Revised and Expanded Edition. Ed. K. P. Boudett, E. A. City, R. J. Murnane. (Cambridge, MA: Harvard Education Press, 2013). www. gse. harvard. edu/datawise 41

Step 3: Create Data Overview { Leadership team chose this focus area: college readiness KEY TASKS 3. 1 Choose a focus area 3. 2 Analyze data, find the story 3. 3 Display the data 3. 4 Allow staff members to make sense of the data and identify a priority question Source: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Learning and Teaching, Revised and Expanded Edition. Ed. K. P. Boudett, E. A. City, R. J. Murnane. (Cambridge, MA: Harvard Education Press, 2013). www. gse. harvard. edu/datawise 42

Displaying Data 1. Choose a timekeeper 2. (5 min. ) Do two rounds of “I notice” and two rounds of “I wonder”

New Year’s Resolutions Data Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 44

Telling a Story with Data Duration of Resolutions Made on January 1, 2015 100 90 Percentage of People Maintaining Resolution 80 70 75 60 71 64 50 40 46 30 20 10 0 0 5 10 15 20 Weeks Since New Year's Day Source: http: //www. statisticbrain. com/new-years-resolution-statistics/ Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 45

Data Display Checklist Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 46

Telling a Story with Data This chart lacks information Duration of Resolutions Made on January 1, 2015 about the Random Sampling of U. S. Adults (n=2000) population 100 sampled and number of respondents, for example… 75 100 90 Percentage of People Maintaining Resolution 80 70 71 60 64 50 40 46 30 20 10 0 0 5 10 15 20 Weeks Since New Year's Day Source: http: //www. statisticbrain. com/new-years-resolution-statistics/ Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 47

Displaying Data 1. Choose a timekeeper 2. (5 min. ) Do two rounds of “I notice” and two rounds of “I wonder” 3. (10 min. ) Discuss: what are the important stories from this data that it would be good for BART to dig into? Ø Lean on norms; to ensure multiple perspectives, be sure to hear all 4. (10 min. ) Spilt into 2 groups, have each sketch a fully-labeled chart that tells an important story

Examples Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 49

Step 3 a Takeaways What was the impact of translating the raw data into a graph? What are some of your takeaways for comparing different charts? What were some key attributes of different charts that stood out to you? Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 50

Questions and Comments Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 51

Step 3 b Case Tomorrow • We’ll see the charts that the principal of BART used to inspire faculty to dig deeper into data Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 52

Overview of Course Assignments Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 53

Case Preparation For Tuesday • Go to the Class Sessions page of the Course website and answer the PSAT questions provided • Come to class prepared to discuss the skills and knowledge students need to answer the questions correctly Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 54

Assignments Due Tues. Jan. 19 • Individual Reflection • Team Project: bringing wise practices to a particular context WHA T Copyright © 2016 The President and Fellows of Harvard College HOW www. gse. harvard. edu/datawise 55

Context • Practitioner teams: you know your context! • HGSE teams: your context will be provided by a member of your team or by your TF Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 56

Team Project: WHAT Detailed Assignment description in syllabus on course website Your plan for engaging educators in a particular context in working through Steps 1 -3 of Data Wise will include: • A Power. Point Presentation Ø Ø One deck that contains the slides for all 3 steps Use “Notes” pages to capture facilitation instructions and rationale • A Cover letter Ø Ø To the educators who would be implementing the professional learning experiences you have planned Explains why your approach is appropriate for the context Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 57

Example See course website for a partial example of what the PPT deck can look like. Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 58

Example Our teaching team had to do the team project ourselves as we decided how to engage you in Steps 1 -3 of Data Wise! Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 59

Clarifications • Fine to prioritize particular key tasks within a step according to: Ø Ø The perceived need of your context Project team members’ personal learning objectives • Lessons for each step do not need to all be of the same duration • Context provider does not need to feel that the materials are a “perfect” fit for the context Copyright © 2013 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 60

Team Project: HOW • Have 6 wise meetings with your team Ø Ø 2 happen in class: Monday and Thursday 4 are self-scheduled; Default time: Tues. –Fri. 9: 0010: 30 • Play along with the “rolling agenda” provided Ø As you find your groove in working together, feel free to adjust • Divide and conquer to get the work done and support personal learning objectives Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 61

The Rolling Agenda Link on home page of course website Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 62

Reference Materials • Provides examples from 8 very different schools • Includes descriptions of messiness • Offers ideas for teaching assessment literacy (Chapter 2) • Gives detailed meeting agendas • Includes protocol instructions Copyright © 2013 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 63

TFs please collect name cards Team Time Locations • Teams 1 -4 go to Gutman GCC 2 • All other teams stay here and move as follows: • Tomorrow: Teams 1 -7 see rolling agenda for your morning meeting locations Copyright © 2016 The President and Fellows of Harvard College FRONT 13 14 15 9 10 11 12 5 6 7 8 www. gse. harvard. edu/datawise 64

Team Meetings Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 65

Wrap Up Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 66

Wrap Up • Enjoy your team meeting tomorrow morning! Ø Practitioner room locations listed at top of rolling agenda • See you at 1: 00 Data Wise time in Longfellow 319 • Remember to answer the PSAT items and come prepared to discuss the skills required • Please go to website and complete the feedback survey Copyright © 2016 The President and Fellows of Harvard College www. gse. harvard. edu/datawise 67