Welcome!Find your “vertical

team” table

Be sure you know everyone at your table.

We will begin at 8:30!

How do we know the district curriculum is being implemented in our classrooms?

What are our barriers to implementation? Innovation Configurations by Level Learning Walks at Maplewood Richmond

Heights OCG/UBD – Stage I – Observations

How do we know the district curriculum is attained? Learned and retained!

Parkway Graduate?

You are a professor at a University…You are a professor at a Community

College…You are a “boss”…

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SEE HEAR

The first month you are with this Parkway Graduate?

Draw a picture of the Parkway Graduate and identify the desired characteristics…

What does our data tell us about the attained curriculum?

Keeping our eye on the goal… What does our data tell us about how well

we are preparing the Parkway graduate for the 21st century?

We will be looking at… 5th grade district MAP data 8th grade district MAP data High School ACT scores

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Looking in the mirror… Imagine you are in a special, mirrored meeting

room where you can observe your reflection. What do you see yourself doing to help the group

focus, hear one another and support the development of shared understanding about the data that we will review?

Take a minute to record the specific, observable

behaviors group members see themselves doing and/or hear themselves saying?

Data mean nothing alone – The key is in the facilitation of effective conversations around what the data tell us.

Nancy Love’s Assumptions

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Effective data conversations takes place when… There is mutual trust among group members Data is not used to place blame or point fingers Everyone needs to understand what the data

being presented represents and how it was derived

Everyone must acknowledge that they play a role

Adapted from “The Data Dialogue”, Laurie Olsen

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Data Driven Dialog Phase 1: Predictions - Surfacing of perspectives, beliefs,

assumptions, predictions, possibilities, questions, and expectations.

Phase 2: Observations – Examining and analyzing the data for patterns, trends, surprises, and new questions that “jump” out.

Phase 3: Inferences – Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data that is needed to guide implementation (monitor) and build ownership for decisions.

Based on the work presented by Nancy Love, author of Using Data/Getting Results, (2002).

Phase I - Predictions Phase I Predictions dialogue takes place

before you see the data. During this time, you activate prior knowledge, surface assumptions, and make predictions, thus creating readiness to examine and discuss the data. You hear and honor all assumptions and ideas as “building blocks for new learning.”

5th & 8th grade district MAP scores and ACT Scores

Private Think Time Please reflect privately and record several of your

preliminary thoughts about the data. One or more of the following thought-starters might be helpful. (You will share your reflections in your first session.)

I assume ………. I predict …… I wonder … My questions / expectations are influenced by

……….. Some possibilities for learning that this data may

present …

Move to three different groups… Phase 2: Observations – Examining and

analyzing the data for patterns, trends, surprises, and new questions that “jump” out.

Phase 3: Inferences – Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new actions and interactions and the data that is needed to guide implementation (monitor) and build ownership for decisions

Schedule 9:05-9:40 Group 1 9:40-9:50 Break 9:50-10:20 Group 2 10:25-10:55 Group 3 10:55 Stay in vertical team and debrief

(questions provided)Group 1: Lisa Group 2: BeckyGroup 3: Tim

11:15-11:45 Level Group Debrief19

Vertical Team Debrief After seeing three levels of data, what

connections do you see to: Classroom implementation Current initiatives

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Level Debrief What questions can you pose to provide

insight into our work? Criteria:

Questions! Questions that we can collect data on