Facilitating Data Conversations

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Facilitating Data Conversations

• Closing the Achievement Gap
• Internal Monitoring System Pilot, Phase II
• 12/3/07 12/10/07
• Cynthia Lim
• Chris Granado

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Pilot - 2008 TimelineInternal Monitoring System
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Activating and Engaging

• Activity Windows and Mirrors
• Data-Driven Dialog A Facilitators Guide to
  Collaborative Inquiry by Bruce Wellman and Laura
  Lipton (MiraVia 2004)

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Looking through the window

• Imagine you are observing members of your faculty
  struggling as they examine the Achievement Gap
  data. Group members are
• Off-task
• Unfocused
• Unproductive
• What specifically do you see/hear?

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SEE
HEAR

• Take about 5 minutes to record your groups
  specific responses on the T-chart.

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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?
• Take about 5 minutes to record the specific,
  observable behaviors group members see themselves
  doing and/or hear themselves saying?

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Discussion Windows Mirrors

• Establish norms
• Surface assumptions and beliefs
• Data mean nothing alone The key is in the
  facilitation of effective conversations around
  what the data tell us.

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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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Focus, Organization, Structure

• Build data inquiry around a school-wide focus or
  established goal for improvement
• Identify and focus on factors that the school can
  control
• Teams need to meet regularly to engage in dialog,
  monitor outcomes, and prescribe timely
  interventions
• Use a structured protocol for examining and
  analyzing data

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Nancy Love (2002). Using Data/Getting Results.
Norwood, MA Christopher-Gordon. Eisenhower
National Clearinghouse for Mathematics and
Science Education - http//www.enc.org
1. Begin with a question
2. Examine the data

• Propose actions/
• interventions Set goals

3. Raise questions about the data
4. Interpret the data
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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).
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Examining the Data CST ELA
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Predictions and Assumptions

• Predictions Informed by your knowledge of what
  work your school has been engaged in for closing
  the achievement gap, as well as your own critical
  findings, make predictions for 2008 CST ELA.
• Assumptions What thinking, beliefs, or
  expectations drive your predictions?
• Work alone for 5 minutes to record your
  predictions and assumptions

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What will the 2008 results look like?
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Discussion Predictions Assumptions

• Activate prior knowledge and create readiness to
  examine and discuss the data
• Surface diverse assumptions, beliefs, and
  expectations
• Hear and honor all assumptions and ideas

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Taking it back!Preparing for Data Conversations
at your school

• What data are you going to focus on?
• Where and when will the conversation(s) take
  place?
• How will we engage whole group, small group
  (grade level, department level)
• Who will facilitate, co-facilitate
• Coaches, Teachers, Coordinators, Site
  Administrators

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Other Important Considerations

• Has adequate time been set aside for faculty to
  engage in meaningful discussions around data
• Limit data artifacts and data overload
• Location, seating arrangement, group size
  (maximum of 6 for small groups)
• Transitions and Breaks
• Review norms and expectations for participation
• Snacks, Refreshments

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Start creating your MAP

• MATERIALS What data or other information do we
  need? periodic assessment data, CRRE research
  literature, student work samples
• ACTIVITIES What do we need to do? Prof. Dev.,
  Coaching support, Parent Workshops,
  prepare/organize materials, School Plan and other
  meetings
• PEOPLE Who will help facilitate?
  Assistant Principals, Instructional Coaches,
  Coordinators, Counselors, Teachers, Parents

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Sharing and Debrief
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Contact Info

• Cynthia Lim, PhD. cynthia.lim_at_lausd.net
• Director
• Chris Granado chris.granado_at_lausd.net
• Specialist
• School Information Branch
• Planning, Assessment and Research Division
• Ph 213.241.2450
• Fx 213.241.8968