Michigan Merit Examination ELA Assessment Analysis

Presented by: Dr. Joan Livingston

Introduce yourself to the group

Learning Targets for Today

• To gain an understanding of the Data Driven Dialogue Process & the Collaborative Learning Cycle

• To determine what the data is telling us• To determine a plan of action for our schools

based on what the data tells us

Talk with your team members…

What is your role with data?

Data is……..

Data Driven Dialogue

• A collective process designed to create a shared understanding of issues using information from different sources.

Why Data Driven Dialogue?

A shifting focus:• Teaching focus Learning focus

• Teaching as a private practice Teaching as a collaborative practice

• Accountability Responsibility

• School improvement as an option School improvement as a requirement

Collaborative Learning Cycle

1) Activating

and Engaging

2) Exploring

and Discovering

3) Organizing

and Integrating

Activating and Engaging

The first step of the Collaborative Inquiry Process

Purpose: To surface our experiences and expectations for the data

1. No data to present2. Make predictions about the data

1) Activating and Engaging

1. What are our underlying feelings about the data?

2. What are some predictions we are making?3. With what assumptions are we entering?4. What are some questions we are asking?5. What are some possibilities for learning that

this experience presents to us?

2) Exploring and Discovering

Purpose: To analyze the data1. Data is present2. The word “because” is banned3. It is not the time to explain4. Group members distinguish, sort, classify,

analyze, compare, and contrast while viewing the data set

Exploring and Discovering

1. What important points seem to “pop-out”?2. What are some patterns, categories or trends

that are emerging?3. What seems to be surprising or unexpected?4. What are some things we have not yet

explored?

3) Organizing and Integrating

• Sort, classify, compare, and contrast while viewing the data set

• Organizes the transition to formal problem finding and problem solving setting the scene for detailed planning processes

Purpose: To generate a theory of causes and actions1. Likely causes are generated2. These causes may lead to theories and action

plans only if additional data confirm and clarify the original data source.

Organizing and Integrating

1. What inferences/explanations/conclusions might we draw? (causation)

2. What additional data sources might we explore to verify our explanations? (confirmation)

3. What are some solutions we might explore as a result of our conclusions? (action)

4. What data will we need to collect to guide implementation? (calibration)

MEAP Writing and School MME Writing Reports

• Writing Performance Levels Levels 1 & 2 indicate proficientPerformance levels for each high school,

district, and state for 2010-2012• Subgroup data• Standards comparison data

Exploring and Discovering

Have a conversation about your “code” reactions to content of memo

! Surprises you had? Questions you had What you found interesting

Let’s dig into our data!

Exploring and Discovering/Organizing and Interpreting

Here’s What!—Exploring and Discovering• The dataSo What?—Exploring and Discovering• The interpretation of the dataNow What?—Organizing and InterpretingAn implication, question or suggested next

step(s)

Sharing our thoughts/plans

Back at your School……

1. Meet in data analysis teams: As a school you could have a conversation of who should be on these teams

2. Make plans to facilitate data analysis at your school

3. Seek support of your CLASS A coach to access the data in CLASS A