Promoting Purposeful and Collaborative Inquiry About Data

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Promoting Purposeful and Collaborative Inquiry
About Data
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If you torture data sufficiently,it will confess
to almost anything.

• Fred Menger

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Getting Organized

• Appoint a facilitator and a recorder for your
  group.

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Consensogram

• Rate yourself on a scale from 0 to 100, with 0
  being data shy and 100 being data-driven, in
  intervals of 25.
• Write your rating on a small post-it and give it
  your facilitator, who will place the ratings on
  the Consensogram.

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Data to Be Reviewed

• District AYP Data
• Under the accountability provisions in the No
  Child Left Behind Act of 2001 (NCLB) all states,
  districts, and schools are evaluated for adequate
  yearly progress (AYP).

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AYP

• AYP includes data about student achievement,
  disaggregated by subgroups of students.
• All subgroups of students in grades 38 and 10
  are required to meet an AYP target in reading and
  mathematics.

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Types of Data in AYP Reports

• Assessment and participation results for each
  group of students is reported separately for the
  following areas for multiple years
• Percent meeting target in English/Language Arts
• Percent meeting target in Mathematics
• Percent of the Overall and Group Tested Student
  Population

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Sub-groups Reported

• Overall
• Economically Disadvantaged
• Special Education
• Limited English Proficient
• African American
• American Indian
• Asian
• Hispanic
• White

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Other Indicators

• Graduation rate for high schools and attendance
  rate for other schools
• Schools must also test at least 95 of all
  students and 95 of each group.

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Step 1 Engaging

• Writing Predictions
• Without looking at the data, write a prediction
  about it on an index card continue, using a
  separate card for each prediction, until you
  exhaust all your predictions.
• Place your predictions in the middle of the table.

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Prediction

• Definition for Prediction
• Foretell on the basis of experience, observation,
  or scientific reason.
• An Example of a Prediction
• Drivers of red cars will get more speeding
  tickets than drivers of blue cars.
• You have 5 minutes to write your predictions.

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Step 1 Engaging (continued)

• Give your predictions to the lead facilitator,
  who will shuffle them and distribute them among
  the groups.
• Each group facilitator will read the predictions
  they received, one at a time.
• After the prediction is read, group members will
  suggest possible assumptions held by the person
  making that prediction. Please limit discussion
  to about 2 minutes per prediction.

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Example

• Prediction Drivers of red cars will get more
  speeding tickets than drivers of blue cars.
• Assumption Drivers of red cars tend to take more
  risks than drivers of blue cars.
• Recorders, please chart predictions and
  assumptions that may merit attention.
• You have 15 minutes for this discussion.
• Begin.

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Reflection

• What might have happened had we not examined
  possible assumptions about the predictions made?
• What are the benefits and challenges of this step
  of the collective inquiry process?

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Working Together

• Respect each others ideas.
• Everyone participates.
• Avoid because statements.
• Avoid the blame game.
• Avoid being defensive.
• Focus on the task.

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Step 2 Reviewing the Data
Please follow your facilitators instructions.

• Review one piece of data, with everyone at the
  table simultaneously working on the same data.
  Repeat for other data sheets.

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Step 2 Reviewing the Data(continued)

• Use highlighters to indicate data that pop out
  and show
• differences among subgroups of students
• content areas in the greatest need for
  improvement
• data trends across schools
• patterns or trends in demographics or other data
• need for clarification or research

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Step 2 Reviewing the Data(continued)

• While the data are important, the main focus of
  this step is its collective natureeveryone
  working together on the same data.
• Recorder will chart groups pop outs.
• Remember no becauses.
• You have 60 minutes for this review. Spend
  approximately 510 minutes for each data piece.

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Step 3 Interpreting the Data

• Work as a district team to do the following
• Determine the district content, if not identified
  yet.
• Determine under which component the most pressing
  issues and trends fall. (Choose one component
  only curriculum, instruction, assessment,
  standards, or resources)
• You have 10 minutes for this task.