Session 3
PLN 34: Taking Action with Data™
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Table of Contents
Agenda
Session 3 Objectives
Strategize in the Cycle of Inquiry
Brainstorm Strategies
Exercise 3.1: Brainstorming Protocol
Exercise 3.2: Brainstorming Strategies
Select High Impact Strategy
Exercise 3.3: Using an Effort/Impact Matrix to Prioritize Strategies
Sample Scenario for Effort/Impact
Template: Effort/Impact Matrix
Differentiation
Differentiated Instruction Rubric
Template: Differentiated Instruction - Focus
Template: Differentiated Instruction - Intensity
Template: Differentiated Instruction - Method
Template: Differentiated Instruction - Outcomes
Template: Differentiated Instruction - Pace
Exercise 3.4: Grouping Students
Types of Flexible Small Groups
Small Group Scenarios
Exercise 3.5: Using Two Data Sets to Create Flexible Small Groups
Sample 9-Grid Data Set
Sample 9-Grid
9-Grid
12-Grid
Sample 12-Grid Data Set
Sample 12-Grid
Create Action Plan
Exercise 3.6: Create Action Plan
Data Conversations
Asking Powerful Questions
Exercise 3.7: Asking Powerful Questions
Asking Powerful Questions Role Play Cards
Asking Powerful Questions Scenario 1
Planning Conversations
Exercise 3.8: Planning Conversations
Questions for Planning Conversation
Planning Conversation Sample
Next Steps
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PLN 34 Session 3 Agenda
●
Welcome back
●
Discuss course readings
●
Cycle of Inquiry-- Strategize Overview
●
Overview: Brainstorm Strategies
●
Overview: Select High Impact Strategy
●
Overview: Differentiating with FIMOP
●
Overview: Create Action Plan
●
Data Conversations
●
Evaluate learning & discuss Next Steps
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Session 3 Objectives
At the end of this session, participants will be able to:
●
Use a Brainstorming Protocol to produce multiple strategies to address the Pattern in data
●
Consider the amount of effort needed to implement potential strategies against the impact of the
potential strategy.
●
Explore FIMOP model (Focus, Intensity, Method, Outcome, and Pace) for Differentiated
Instruction.
●
Plan a Data Conversation that includes Powerful questions to facilitate thinking.
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Strategize in the Cycle of Inquiry
Overview
The Strategize stage can be broken down into the following three steps:
1. Brainstorm Strategies: Educators brainstorm strategies that might address the hypothesis for the
Pattern in Data.
2. Select a High-Impact Strategy: Next, educators select one strategy for implementation. It is a
good practice to consult with colleagues, and all the relevant literature, before selecting a strategy
for implementation. The chosen strategy is termed a high-impact strategy because it can deliver
maximum results for a given investment.
3. Create an Action Plan: Once a strategy is selected, an action plan is developed for implementing
and evaluating the impact of the strategy.
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Brainstorm Strategies
Overview
Brainstorming purposeful instructional strategies is the next stage in the Cycle of Inquiry. The
primary purpose of this stage is to identify, from a potentially large list, which actions will benefit students
most. Although these strategies can vary in their complexity, they should always be informed by the
hypotheses developed during data analysis.
Early in the brainstorming process it is helpful to generate as many ideas as possible. Depending on the
Pattern in Data and corresponding hypotheses, these strategies might include actions like communicating
with a parent, grouping students for extra help during lunch, or setting a unique goal for a struggling
student.
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Exercise 3.1: Brainstorming Protocol
The consistent use of a protocol to guide the brainstorming process in the Cycle of Inquiry has many
benefits:
●
Every person contributes, making for a collaborative, trust-building process.
●
The urge to rush to a solution is slowed, opening up new possibilities.
●
Rich ideas continue to emerge as each person reflects on the previous ideas
Sometimes teams are tempted to skip using a brainstorming protocol due to time constraints. Please
don’t! That one great idea that came up during the brainstorming protocol makes the time well spent.
Brainstorming Protocol:
•
Prepare the room by having a large sheet of chart paper and markers
•
Go in order around the room and give each person 30 seconds to share something. Recorder
places information on the chart paper / board /projector for all to see.
•
If a person does not have something to share, say, “pass.”
•
Make no judgments; if you like what someone else said, when it’s your turn, simply say, “I would
like to add to that by…”
•
Even if 2-3 people “pass,” keep going for the full time (30 seconds per person)
Please remember: No censoring!
➢ All ideas are valuable
➢ Each idea prompts new ideas
➢ Be exhaustive
➢ Ask participants to push themselves beyond the last idea
➢ The more thoughts you generate, the more likely you’ll discover the best!
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Exercise 3.2: Brainstorming Strategies
Purpose:
Educators will generate a list of possible strategies by collaborating with colleagues and select a
high-impact strategy to focus on for their Cycle of Inquiry.
Objectives:
Upon completion of Exercise 3.2, educators will be able to:
●
Generate a variety of strategies
●
Explain how strategies address a Pattern in Data
●
Eliminate unrealistic strategies
●
Select high-impact strategies
Materials Needed (for each educator):
●
Cycle of Inquiry template
Time:
Approximately 15 minutes
Instructions:
1. Ask educators to work in pairs to revisit their Pattern in Data hypothesis from Exercise 2.9.
2. Explain that brainstorming about strategies remains focused on a Pattern in Data that educators have
previously identified.
3. Reinforce the value of collaboration in brainstorming. Direct educators to work in small groups or
pairs to list strategies for each of their hypotheses/causes (Step 1). Encourage educators to generate
as many relevant strategies as they can in the first portion of the activity.
4. After 7-8 minutes, instruct educators to begin selecting high-impact strategies from their list (Step 2).
During this activity, educators will only be working on the Brainstorm Strategies section. In Exercise
3.2, educators will work on the next section.
5. Invite educators to share their process and strategies, if time permits.
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Select High Impact Strategy
Overview
Selecting a High Impact Strategy is the Next stage in the Cycle of Inquiry. The purpose of this stage
is to make a decision about which of the strategies from the brainstorming process will best address the
identified Pattern in Data. Research indicates that “best practices” work well in one location but not as
well in another. So, how can educators make informed decisions about the strategy that will work best in
their situation?
The National Education Association has a website that organizes “best pedagogical practices” by topics
(http://www.nea.org/tools/17073.htm). Many a book has been written about the best approaches to
solving student learning issues. Research and practical experience suggest that building collaborative
structures that allow teachers to focus on continuous improvement of teaching and learning is more
effective than imitating best practices (Educational Leadership, Ermeling et al, 2015).
Examining each strategy in light of the effort it will take to implement it and the strength of the potential
impact the strategy will have on student learning is one way for educators to begin to narrow the field of
brainstormed strategies.
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Exercise 3.3: Using an Effort/Impact Matrix to Prioritize
Strategies
Purpose:
Educators will use a protocol to prioritize potential actionable strategies via a matrix.
Objectives:
Upon completion of this exercise, educators will be able to:
●
Determine the impact of potential strategies on the Pattern of Need
●
Determine the amount of effort needed to address potential strategies
Materials Needed (for each educator):
●
Sample Scenario for Effort/Impact
●
Effort/Impact Matrix
●
Sticky notes
●
Pattern in Data and Root Cause from Fishbone Exercise
Time: Approximately 30 minutes
Instructions:
1. Discuss the criteria (i.e., “amount of effort” and “impact on students”) for the numbered quadrants
on the Effort/Impact Matrix.
Ask, “How do these criteria relate to the possible strategies for the Pattern in Data you have identified?”
Before proceeding, educators should come to a shared understanding of the criteria.
Responses may include:
●
It’s a visual representation that relates the effort of pursuing a strategy to the impact it
would have on students.
●
It allows us to take a more nuanced view of strategies.
●
It helps us prioritize what strategies are worth pursuing.
2. Once educators have agreed on what the criteria mean, ask, “Which quadrant is the most
desirable? Which quadrant is the least desirable?”
Responses may include:
● Quadrant 1 because it’s the most efficient.
●
Quadrant 2 because it might yield the most impact.
●
The quadrants themselves don’t matter as much as the impact.
3. Review the Sample Scenario with educators, pausing at each step to discuss.
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Apply to your own data
Instructions:
1. Have educators brainstorm a series of potential strategies (all strategies, not just actionable) for
the Pattern in Data and write each strategy on a sticky note.
2. In their groups, have educators eliminate all strategies/sticky notes that are not actionable, or are
beyond their control.
3. With the remaining strategies/sticky notes, ask educators to identify up to four strategies. These
will be the strategies they place on the Effort/Impact Matrix.
4. Model the process of sorting the strategies: Ask, “In which quadrant would you place the first
strategy?” Place the sticky note in the quadrant the educators select. Allow time for the group to ask
and answer any questions they may have about the process.
●
Why might we place this sticky note in this quadrant?
●
What presumptions are contributing to your decision?
5. Once the activity has been completed, ask educators which strategies they believe they should
act upon.
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Sample Scenario for Effort/Impact
Identify a Pattern of Need:
Math teachers Mrs. Swanson and Mr. Monroe get together after their most recent unit assessment. They
examine the results and quickly identify a Pattern of Need.
40 out of 62 students scored a 1 or 2 out of 4 on questions dealing with multi-step problems.
Identify a Root Cause (through the fishbone analysis):
The problem-solving process is not granular enough; what the students think of as one step can be
many more.
Identify Potential Strategies:
●
●
Introduce a step-by-step problem-solving procedure
Create anchor charts to support the use of the problem-solving procedure
●
Find special math program to add to student tablets
●
●
Create a graphic organizer to break down steps of problem-solving process
Have students explain each step in writing
●
●
Create a cross-grade peer tutoring program with an emphasis on problem solving
Focus lesson on one step of the problem-solving process and conduct repeated practice on that
●
step
Adjust all Do Now problems to be multi-step problems
●
Send at-home assignments for parents to work on multi-step problems with students
●
●
Have students highlight key words in problems
Review exemplars as a class
● Send struggling students to Math Coach for interventions
Identify the potential strategies that are most actionable:
●
Create anchor charts to support the use of the problem-solving procedure
●
●
Create graphic organizer to break down steps of problem-solving process
Have students explain each step in writing
●
Focus lesson on one step of the problem-solving process and conduct repeated practice on that
step
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Discussion Questions for mapping potential causes to the Effort/Impact Matrix:
●
Where might the first strategy belong on the matrix? Why? (Note: same question for strategies 24. Encourage discussion and divergent thinking. The process of discussing where potential
strategies fit into the matrix is essential. It can surface important issues.)
●
●
Now that we’ve placed the different strategies on the matrix, which would be the most valuable to
pursue? Why? (Note: There is no “right” answer to this question. Important considerations are
school and district goals, available resources, etc. The answer will be situational.)
How does this process guide the rest of the Cycle of Inquiry?
●
How have we refined our initial hypothesis?
●
For what kinds of decisions would this protocol be appropriate?
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Template: Effort/Impact Matrix
High
High Effort
Low
Impact
High
Impact
Effort
High Effort
Low Effort
Low Effort
Low
Impact
High
Impact
Low
High
Impact
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Differentiation
Overview
Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008,
p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student
demonstrates what he or she has learned is a match for that student’s readiness level, interests, and
preferred mode of learning.”
Differentiation stems from beliefs about differences among learners, how they learn, learning preferences
and individual interests (Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of
proactively adjusting teaching and learning methods to accommodate each child's learning needs and
preferences in order to achieve his or her maximum growth as a learner.
Differentiation with Universal Design for Learning (UDL)
In response to the expectation that educators equip all students with the skills to achieve mastery of
standards regardless of the students’ learning needs or barriers, UDL employs multiple approaches to
meet the needs of diverse students. The multiple approaches are targeted to student acquisition of
knowledge, student demonstration of learning and options for student engagement.
Differentiation with Taking Action with Data (TADA)
In the TADA framework educators use the elements of Focus, Intensity, Method, Outcome and Pace to
differentiate instruction once the student groupings have been created. Educators might target one of the
elements to inform instructional modifications and make connections to patterns found in student
academic performance data.
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●
Focus: What skill or concept will be covered?
Educators review patterns identified in student data and deconstruct standards to help identify the
instructional focus of the lesson for each group. Educators also determine at what Depth of
Knowledge level the content of the lesson will be focused so that it provides a scaffold for
students to reach the DOK of the standard.
●
Intensity: With what intensity (daily, every other day, weekly) will this group get this lesson? How
much time will be spent during each lesson?
Educators adjust the duration and group size of the lesson to modify intensity, e.g., small group
direct instruction, cooperative learning, independent learning and learning partners.
●
Method: What methodology will you use to teach the skill/content to group of students?
Ideas for varying instructional methods include modeling, inquiry based, using manipulatives,
learning centers and using a flipped classroom.
●
Outcome: What product will allow students to demonstrate understanding of learning? How will
opportunities be varied (choice boards, point-based options, etc.)?
Educators determine how they will collect evidence of student learning.
●
Pace: At what point will the teacher move on to the next concept/skill?
Educators plan for how long they will stay on the lesson’s instructional focus and determine a
threshold for when they will move on.
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Differentiated Instruction Rubric
Basic
Focus
Developing
Concepts or skills are rarely selected based
on multiple data sources and rarely follow a
research-based scope and sequence.
Concepts or skills are occasionally selected based
on multiple data sources and occasionally follow a
research-based scope and sequence.
Instruction is rarely scaffolded through
reteaching, supplementing, and enriching
skills and concepts according to student
readiness.
Instruction is occasionally scaffolded through
reteaching, supplementing, and enriching skills and
concepts according to student readiness.
Frequency and duration of whole group,
small group, and individual instruction are
rarely adjusted to meet student needs.
Frequency and duration of whole group, small
group, and individual instruction are occasionally
adjusted to meet student needs. Instructional time
is occasionally used efficiently and effectively.
Instructional time is rarely used efficiently
Intensity and effectively.
Concepts or skills are consistently selected
based on multiple data sources and
consistently follow a research-based scope
and sequence.
Instruction is consistently scaffolded
through reteaching, supplementing, and
enriching skills and concepts according to
student readiness
Frequency and duration of whole group,
small group, and individual instruction are
consistently adjusted to meet student
needs.
Instructional time is consistently used
efficiently and effectively.
Varied instructional strategies and
approaches rarely reflect student needs.
Instruction rarely promotes a high level of
Method student engagement.
Student demonstration of learning is rarely
Outcome modified based on readiness, interest, and
student choice.
Pace
Integrated
New content is rarely introduced at a rate
that accounts for student readiness and
supports students in meeting or exceeding
grade-level standards.
Page
Varied instructional strategies and approaches
occasionally reflect student needs. Instruction
occasionally promotes a high level of student
engagement.
Varied instructional strategies and
approaches consistently reflect student
needs.
Student demonstration of learning is occasionally
modified based on readiness, interest, and student
choice.
Student demonstration of learning is
consistently modified based on readiness,
interest, and student choice.
New content is occasionally introduced at a rate
that accounts for student readiness and supports
students in meeting or exceeding grade-level
standards.
New content is consistently introduced at a
rate that accounts for student readiness
and supports students in meeting or
exceeding grade-level standards.
17
Instruction consistently promotes a high
level of student engagement.
Template: Differentiated Instruction - Focus
INSTRUCTIONAL FOCUS — What is the
content and/or focus of your instruction?
PATTERN — What pattern are you seeing?
What is the evidence demonstrating the need to
differentiate the instructional focus for students?
PREREQUISITE CONTENT/SKILLS — What
content and/or skills come before this instructional
focus in the learning progression?
FOLLOW-UP CONTENT/SKILLS — What
content and/or skills come after this instructional
focus in the learning progression?
STUDENTS’ NEEDING
SUPPORT
STUDENTS ON TRACK
DIFFERENTIATED FOCUS
DIFFERENTIATED FOCUS
STUDENTS’ NEEDING
ENRICHMENT
DIFFERENTIATED FOCUS
MONITOR — How will you know if the differentiated instruction you implemented was successful?
How will you determine if students acquired the knowledge and skills taught?
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Template: Differentiated Instruction-Intensity
For (Adjustment of Frequency, Duration, Group Size) Whole Class
Concept being taught:
Allotted time to teach concept:
Symbols:
+ Students on track
– Students not on track
Making several copies of this might be useful to double
as documentation of student progress.
Name of Student:
Instruction Time:
Instruction Time:
Instruction Time:
Instruction Time:
Informal
Assessment
Informal
Assessment
Informal
Assessment
Informal
Assessment
*Highlight
students on
track
*Highlight
students on
track
*Highlight
students on
track
*Highlight
students on
track
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Template: Differentiated Instruction- Method
List the names of students (or a whole class) who will be receiving differentiated instruction in the first table. Fill in the
lower graphic organizer with strategies that could be used to differentiate the method of delivery of the
content/concept.
Content:
Date:
_
_
Student Names
Instructional Strategies
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Template: Differentiated Instruction- Outcomes
CONTENT: What
content am I planning
on teaching (or
reteaching)?
DELIVERY: How will I teach this? (List what you plan to do to
teach this concept to students.)
WHO: For which students in
my classroom am I targeting
this differentiation?
OUTCOMES: Use this space to list the different ways
students can demonstrate their learning of the identified
content.
Next Steps:
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Template: Differentiated Instruction-Pace
Skill:
Assessment data being used to determine group:
(Examples: classroom observation, data analysis, formative assessment)
Data
Date:
Students
Pacing Plan
Notes:
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Exercise 3.4: Grouping Students
Purpose:
To enhance the flexible grouping skills of educators.
Objectives:
By the end of this activity, educators will be able to:
●
Identify the type of small group (i.e., short-term, long-term, spontaneous) represented in each scenario
●
Describe ways that flexible small groups can be implemented in their classroom
Materials Needed (for each educator):
●
Types of Flexible Small Groups handout
●
Flexible Small Group Scenarios handout
Procedure:
1. Provide each educator with a copy of the Types of Flexible Small Groups handout.
2. Have educators break into pairs and give each pair a copy of the Flexible Small Group Scenarios handout.
3. Instruct the pairs to label the scenarios as one of the following three categories: short-term flexible groups, long-term
flexible groups, and spontaneous flexible groups.
4. Review responses with educators, providing clarification and encouraging conversation when necessary.
5. Once all the scenarios have been labeled, have educators share examples of how they use these different types of
groups within their classrooms.
Answers for Scenario
●
Scenarios 1, 4, and 7 represent long-term flexible groups.
●
Scenarios 3, 5, and 9 represent short-term flexible groups.
●
Scenarios 2, 6, and 8 represent spontaneous flexible groups.
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Types of Flexible Small Groups
Long-Term
Flexible Groups
Short-Term
Flexible Groups
Spontaneous
Flexible Groups
Require students receive explicit
small-group instruction over a
period of time.
May be used to teach a
temporary group of students a
particular procedure, skill,
strategy, or concept they have
yet to learn and/or apply.
Created using low-stakes data;
are periodically created,
modified, or disbanded to meet
new needs as they arise.
Groups shift based on
benchmark or other cumulative
assessments.
May be used to advance
students who have already
demonstrated mastery.
Addresses the immediate needs
of students.
Groups may be together for a
month leading up to a marking
period and/or between testing
cycles.
Groups may last for a couple of
days to a couple of weeks
depending on the needs of the
students.
Groups may last from 10-15
minutes, up to an entire class
period.
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Flexible Small Group Scenarios
1. Students who score below proficiency on a strand of the state assessment may be placed into an
intervention class to work on skills that will help them perform better on the next administration. Conversely,
students who score above proficiency may be placed into an enrichment group.
2. A math teacher who grades a quiz and notices a pattern of students who were not lining up their decimals.
Students who made this mistake are pulled into a small group for additional explanation and practice. After
practice, and completion of sample problems, students are released.
3. In a language arts class there is a group of students who are not able to identify the author‘s purpose from
class readings. A teacher may create a group with these students to provide explicit instruction on the
concept of author‘s purpose while the rest of the class continues to work on reading and identifying the
author‘s purpose or other literary element.
4. Teachers review reading benchmark data and assign students to a text that matches their Lexile range. This
may take the form of a guided reading group or novel study, and may be useful in a language arts class or
in science and social studies.
5. Weekly exit tickets from a math class indicate that some students mastered the concept of one-step
equations. The teacher believes they may be ready to tackle two-step equations. A teacher may group
these students and provide instruction on solving two-step equations while other students work towards
mastery of solving one-step equations.
6. A social studies teacher who monitors progress during independent work and notices a pattern of students
confusing the Constitution with the Declaration of Independence. Students that did not distinguish between
the two documents are pulled into a small group and released once they make the distinction.
7. Math benchmarks, such as SMI, indicate that some students are performing well-above grade level. This is
addressed through the math class as teachers meet with these students to provide instruction on work that
is more in depth and complex than what was assigned from the textbook. Other students may continue to
work from the textbook, while those who scored below grade level may receive a greater level of support
and scaffolding from the teacher through another small group.
8. In a language arts class, students are reading their writing pieces aloud and the teacher notices that some
students are not using strong hooks or leads. The teacher calls these students into a small group and
practices hooks and leads. Students resume regular writing class after practicing this skill.
9. Science teachers notice a pattern of students who complete labs adequately, but do not write them up using
the appropriate lab reporting framework. A teacher may group these students for the purpose of reviewing the
lab write-up. Other students may work on their lab or lab write-up independently.
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Exercise 3.5: Using Two Data Sets to Create Flexible Small Groups
Purpose:
To create small instructional groups based on two different sources of data to inform differentiated instruction.
Objectives:
By the end of this activity educators will be able to:
● Develop a grid of 9 or 12
● Compare two data sources to create small groups
Materials Needed (for each educator):
●
●
Sample 9-Grid handout
Sample 9-Grid Data Set handout
●
●
Blank 12-Grid handout
Sample 12-Grid Data Set handout
Procedure:
1. Provide each educator with the Sample 9-Grid and Sample 9-Grid Data Set handouts.
2. Explain that the 9-Grid is a method of comparing two data points. The grid aids in developing small groups for
differentiated instruction.
3. Ask educators to describe how the data is recorded in the 9-Grid.
Possible responses include:
● Two reading scores listed
●
Ranges for proficiency listed for each assessment, different ranges for each
●
●
Students are listed on the horizontal and vertical lines in the appropriate range for their score
When students intersect in columns and rows, their names are written in center of grid
●
Students seemed to gravitate to center of matrix
4. Provide each educator with the Sample 12-Grid Data Set and a blank 12-Grid handout.
5. Ask educators to examine the Sample 12-Grid Data Set and discuss what they notice.
Possible responses include:
● Scores for an end-of-unit science test
●
●
Scores for reading informational text
Levels for proficiency and mastery listed
●
Not easy to notice patterns when data presented in this format
6. Explain that educators use the 12-Grid to compare two data sources to create groups of students with similar needs.
7. Ask educators to work in pairs to record the two data points on the grid and record where student names intersect.
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8. When educators have completed grid, ask them to describe how this might impact their instruction.
Possible responses include:
● May provide reading materials about content at a lower reading level for those students who have lower reading
●
●
scores
May ask students at the mastery level of both skills to peer-assist students who are at proficiency level
May provide additional content resources/instruction for students at mastery level for informational reading but
not for content
9. Have educators discuss which type of small flexible grouping (i.e., short-term, long-term, spontaneous) they think
would be appropriate for the small groups they have created using the grid.
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Sample 9-Grid Data Set
Students
Phonemic
Awareness
Students
Alphabetic
Principles
Allyson
16
Allyson
24
Cody
45
Cody
34
Colin
48
Colin
37
Dan
39
Dan
15
David
53
David
26
Debbie
51
Debbie
41
Elsie
31
Elsie
21
Esther
7
Esther
17
Fernando
54
Fernando
42
Hugh
35
Hugh
26
Jessie
20
Jessie
17
Joel
54
Joel
36
Jules
50
Jules
24
Julianne
2
Julianne
5
Julio
39
Julio
22
Liza
34
Liza
23
Mark
42
Mark
26
Matt
41
Matt
25
Max E
3
Max E
8
Max F
11
Max F
14
Rosalinda
37
Rosalinda
39
Sharon
28
Sharon
20
Ted
14
Ted
16
Todd
54
Todd
24
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Sample 9-Grid
Data Point A: Alphabetic Principles
Level 3 34-45
Rosalinda
Cody, Colin, Debbie, Fernando,
Joel
Allyson
Elsie, Hugh, Julio, Liza, Sharon
David, Jules, Mark, Matt, Todd
Esther, Jessie, Julianne,
Max E, Max F, Ted
Dan
Cody, Colin, Debbie, Fernando,
Joel, Rosalinda
Level 2 20-33
Allyson, David, Elsie, Hugh, Jules,
Julio, Liza, Mark, Matt, Sharon,
Todd
Level 1 0-19
Dan, Esther, Jessie, Julianne, Max
E, Max F, Ted
Level 1 0-25
Esther, Jessie, Julianne, Max E,
Max F, Ted, Allyson
Level 2 26-40
Dan, Elsie, Hugh, Julio, Liza,
Sharon, Rosalinda
Data Point B: Phonemic Awareness
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Level 3 41-55
Cody, Colin, Debbie, Fernando,
Joel, David, Jules, Mark, Matt,
Todd
9-Grid
Level 3
Data Point A:
Level 2
Level 1
Level 1
Level 2
Data Point B:
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Level 3
12-Grid
Level 4
Level 3
Data Point A:
Level 2
Level 1
Level 1
Data Point B:
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Level 2
Level 3
Sample 12-Grid Data Set
Student
9th Grade Science
Exam score
Student
8th Grade NECAP
Reading Level
Al
52
Al
1
Bo
72
Bo
3
Cam
89
Cam
4
Don
55
Don
1
Eli
80
Eli
2
Fran
77
Fran
2
Gwen
92
Gwen
4
Hector
60
Hector
1
Iris
69
Iris
2
Jake
75
Jake
3
Ken
88
Ken
4
Leo
70
Leo
3
Matt
85
Matt
3
Neepa
45
Neepa
2
Ollie
74
Ollie
3
Pam
82
Pam
3
Quinn
66
Quinn
3
Rene
87
Rene
4
Sue
70
Sue
2
Trey
68
Trey
3
Uma
95
Uma
4
Vic
81
Vic
3
Wally
80
Wally
2
Xavier
35
Xavier
2
Youn
67
Youn
3
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32
Sample 12-Grid
Level 4
Cam, Gwen, Ken,
Rene, Uma
Cam, Gwen, Ken,
Rene, Uma
Level 3
Bo, Jake, Leo, Matt,
Ollie, Pam, Quinn,
Trey, Vic, Youn
Data Point A: NECAP Reading
Bo, Jake, Leo, Matt,
Ollie, Pam, Quinn,
Trey, Vic, Youn
Level 2
Eli, Fran, Iris, Neepa,
Sue, Wally, Xavier
Eli, Fran, Iris, Sue,
Wally
Neepa, Xavier
Level 1
Al, Don, Hector
Al, Don, Hector
Level 1 0-65
Level 2 66-85
Bo, Eli, Fran, Iris,
Jake, Leo, Matt, Ollie,
Pam, Quinn, Sue,
Trey, Vic, Wally, Youn
Al, Don, Hector,
Neepa, Xavier
Level 3 86-100
Cam, Gwen, Ken,
Rene, Uma
Data Point B: Science Exam
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Create Action Plan
Overview
Create Action Plan is the next stage in the Cycle of Inquiry. The Action Plan is the vehicle that drives and guides
the implementation of the High Impact Strategy. A detailed Action Plan organizes the work required to enact the
strategy and produce the desired results. The Action Plan should contain all of the following elements:
●
Clearly defined and articulated action steps; vague action steps lead to confusion and possible missteps that
derail the Action Plan
●
Persons responsible for implementing each step; every individual should agree to own and be responsible for the
action step
●
Timeframes for the steps to be completed; realistic timeframes move the Action Plan forward at a good pace. Too
long a period between steps will dilute motivation and delay results.
●
Implementation Progress Monitoring Schedule; reveals how often the Action Plan will be reviewed and adjusted
and by whom. Evidence of implementation is gathered during specific timeframes and the record becomes an
artifact of implementation collected during the Action Research project
●
Communication plan; all stakeholders should be made aware of the Action Plan and be kept abreast of the
progress of the Action Plan
Action Plans sometimes lose steam in the inevitable disruptions to the school cycle. Much care must be taken to prioritize
the work of the Action Plan so that progress can be steady. All too often, an excellent Action Plan is never completed due
to competing priorities and shifts in initiatives. The Implementation Progress Monitoring Schedule helps to keep
participants focused on the work and celebrating progress.
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34
Exercise 3.6: Create Action Plan
Purpose:
Educators will use a potential actionable cause developed from a Pattern in Data to create an Action Plan.
Objectives:
Upon completion of this exercise, educators will be able to:
●
Develop an Action Plan to address a Pattern of Need
Materials Needed (for each educator):
● Long Cycle of Inquiry template
Time: Approximately 15 minutes
Instructions:
1. Instruct educators to refer back to their Long Cycle of Inquiry template from Exercise 3.1.
2. Discuss the importance of creating realistic and actionable plans around high-impact strategies.
3. Explain each portion of the Action Plan piece of the template, answering any questions educators may have. Point out
that the Action Plan template focuses on the standard/s, instructional plan, resources, and plans for assessing the
instructional plan.
4. Direct educators to complete the Action Plan piece in accordance to their Hypothesis/Potential Actionable Cause and
Pattern of Need.
5. Instruct educators to share the components of their Action Plan with their partners. Encourage partners to challenge
one another for thoroughness by using the checklist below the chart.
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35
Data Conversations
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36
Asking Powerful Questions
What are Powerful Questions?
“Powerful questions are a reflection of committed listening and understanding the other person’s perspective that is
confirmed through paraphrasing. This suggests a progression from listening, paraphrasing for understanding, and then
asking powerful questions that yield clarity or mediation of thinking” (Kee et al., 2010, p. 62).
Powerful Questions are:
●
Open ended questions with no hidden agenda.
●
Meant to help the receiver of the question.
Characteristics of Powerful Questions
Kee et. al. (2010) assert that powerful questions have the following characteristics:
1. Reflect active listening and grasps the perspective of the receiver of the question.
●
Like paraphrasing, powerful questions illustrate that you actively listen to and understand what the receiver of the
question is saying.
●
All powerful questions should reflect that you listen, so this section will overlap with other characteristics.
2. Presume positive intent:
●
Powerful questions should always affirm effort, skills, integrity, competence, caring and commitment.
3. Evoke discovery, insight, commitment, or action on behalf of the receiver of the question.
●
Powerful questions can give the receiver of the question insight into their own patterns, thinking, or encourage
them to take action.
4. Challenge current assumptions
●
Powerful questions can push the receiver of the question to consider their own patterns or assumptions and help
them understand what blocks them or holds them back.
5. Create greater clarity, possibility of new learning
●
Powerful questions can help the receiver of the question find greater clarity about their own learning, their own
behavior, or push them to look at something in a new way.
6. Move the receiver of the question toward what he or she wants
●
Powerful questions can help the receiver of the question move forward and learn how to take action, set goals,
and get the help they need.
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Asking Powerful Questions - Examples
Examples:
What do you think it means…?
What will you learn from this…
Help me understand what you mean by…?
“Results Coaching: The New Essential for School Leaders” talks about how powerful questions have the following
characteristics:
1. Reflects active listening and grasps the perspective of the receiver of the question.
Examples:
Can you tell me more about…?
What did you mean by…?
Like paraphrasing, powerful questions illustrate that you actively listen to and understand what the receiver of the
question is saying. All powerful questions should reflect that you listen, so this section will overlap with other
characteristics.
2. Presume positive intent
Powerful questions should always affirm effort, skills, integrity, competence, caring and commitment.
Examples:
What are you planning to…?
3.
How are you going to…?
Evoke discovery, insight, commitment, or action on behalf of the receiver of the question
Powerful questions can give the receiver of the question insight into their own patterns, thinking, or encourage them to
take action.
Examples :
What have you discovered upon reflection....?
Would you pursue this same process again...? Why or why not...?
4. Challenge current assumptions
Examples:
How else might you…?
What is stopping you from…?
What would happen if…?
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Powerful questions can push the receiver of the question to consider their own patterns or assumptions and help them
understand what blocks them or holds them back.
5. Create greater clarity, possibility of new learning
Powerful questions can help the receiver of the question find greater clarity about their own learning, their own
behavior, or push them to look at something in a new way.
Examples:
Specifically you are noticing ....How will your actions change regarding this moving forward...?
What, if anything would you approach differently about this lesson?
Are there any additional resources you may need moving forward as you reflect on your learning?
6. Move the receiver of the question toward what he or she wants
Examples:
What would you do if…?
What were you thinking when…?
How can you apply…?
Powerful questions can help the receiver of the question move forward and learn how to take action, set goals, and
get the help they need.
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Exercise 3.7: Asking Powerful Questions
Purpose:
Educators will practice ask powerful questions while engaging in data conversations.
Objective:
Upon completion of this exercise, educators will be able to:
●
Ask a powerful question in a data conversation.
●
Describe two characteristics of a powerful question.
Materials Needed (for each educator):
●
Characteristics of Powerful Questions handout
●
Asking Powerful Questions Scenario 1 handout
●
Asking Powerful Questions Scenario 2 handout
Time:
Approximately 20 minutes
Instructions:
1. Explain to educators that today you are going to talk about another technique to help them engage in successful Data
Conversations: Asking Powerful Questions.
2. The technique of Asking Powerful Questions is a coaching technique outlined in the book Results Coaching: The New
Essential for School Leaders (Kee et al., 2010). Explain that you are going to talk about how we can adapt this
coaching technique to our Data Conversations with multiple stakeholders.
3. Introduce the educators to the characteristics of powerful questions using the handout Characteristics of Powerful
Questions. Talk through the characteristics and examples together.
Note: these are characteristics of powerful questions. These are NOT discrete categories. They are separated into
different categories to provide guidance about how powerful questions can help “get at” different things when having a
Data Conversation, but characteristics may overlap. For example, a question could demonstrate that you are listening,
presume positive intent, but also help the receiver of the question clarify his/her own thinking.
4. Give educators Asking Powerful Questions Scenario 1 handout. Ask each educator to write down powerful questions
that he or she could ask the fellow teacher in the scenario.
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5. In a fishbowl (or in the front of the room), conduct a role-play where you play the role of the fellow teacher in the
scenario. Ask for a teacher volunteer to come up and start a data conversation practicing one, or several, powerful
questions.
Optional: You may want to use the Asking Powerful Questions Role Play Cards in this activity to assign particular
roles to educators while they are writing powerful questions.
6. Stop the conversation at an appropriate stopping point and ask all the teachers to jot down some paraphrases that
could be used in the data conversation, depending on how the conversation has gone up to this point.
7. Then, ask another teacher volunteer to come up and continue the data conversation using one, or several, of his or
her sample paraphrases.
8. After that, you may want to offer additional teacher volunteers the opportunity to come up and try out some of their
paraphrases or powerful questions.
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Asking Powerful Questions Role Play Cards
Reflect
active listening
and grasp
the perspective
of the receiver
of the question
Presume
positive intent
Evoke discovery,
insight, commitment,
or action on behalf
of the receiver of the question
Challenge current
assumptions
of the receiver
of the question
Create greater
clarity, possibility
or new learning
Move the receiver
of the question
toward what he
or she wants
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42
Asking Powerful Questions Scenario 1
You are in a meeting with a fellow grade level teacher and collaborating on a formative assessment. During the
conversation, you suggest raising the cognitive level of a few items on the assessment. In response, your fellow teacher
says, “My kids can’t do that.”
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________
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Planning Conversations
What is a Planning Conversation?
One type of Data Conversation you can have with stakeholders is a Planning Conversation. A Planning Conversation is a
coaching conversation you can have with someone before an event, or before they try to do something. A Planning
Conversation could occur before a person tries a new
instructional strategy or uses a data analysis strategy to
look at their data. Typically, a Planning Conversation is a
one-on-one coaching conversation, but this idea could be
used if you were sitting down to plan with a small group as
well.
When might you have a Planning Conversation with
teachers or other folks about Data Use?
●
With individual teachers to discuss how to
incorporate data into their practice
Note to Facilitator
The steps of a Planning Conversation:





Set and Clarify Goals
Establish indicators of success
Determine how you will reach success
Identify the learning focus
Reflect on the Planning Conversation
●
When supporting teachers in using new data
analysis strategies
●
●
At grade-level or faculty meetings
Before incorporating a new formative assessment strategy
●
To discuss how to incorporate a new instructional strategy to address a Pattern of Need
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Exercise 3.8: Planning Conversations
Purpose:
To apply questions for a Planning Conversation while practicing with a colleague.
Objectives:
Upon completion of this exercise, educators will be able to:
● Apply questions for a planning conversation.
Materials Needed:
● One set of the Questions for a Planning Conversation handout
● One set of the Planning Conversation Sample
● One set of the Planning Conversation Template
Time: Approximately 20 minutes
Instructions:
1. Provide an overview of Planning Conversations. A Planning Conversation is a coaching conversation you would have
with someone before an event, or before they try to do something. A Planning Conversation could occur before a
person tries a new instructional strategy or uses a data analysis strategy to look at their data.
● Step 1. Goals: This step is about establishing the goals for the event the educator is planning and making sure
●
●
that those goals are clear to both parties.
Step 2. Indicators of success: This step is about the educator recognizing when the plan has been successful.
Step 3. Reaching Success: This step is about how the educator will reach that success.
●
Step 4. Learning Focus: This step is about what the educator has learned through the conversation that they will
want to focus on in the upcoming event.
● Step 5. Reflecting: This step is about how the conversation itself has supported the educator’s thinking.
2. Have educators read Questions for Planning Conversations and Planning Conversation Sample. Discuss: How does
the teacher’s thinking change from the beginning of the conversation to the end? How is active planning encouraged
as a result of the interaction?
3. Refer educators to the Planning Conversation Template.
4. Have educators get into pairs.
5. Encourage educators to think about an upcoming event or intervention they would like to plan. In pairs, have them
conduct a Planning Conversation. One person will be the planner and the other will pose the questions. If time
permits, have them switch roles and conduct another Planning Conversation.
6. Debrief.
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Questions for Planning Conversation
Handout
Here are some sample questions for each step of the conversation.
Step 1: Goals
●
What are you hoping to accomplish with _______?
●
What specifically do you mean when you say_______?
●
How does this goal relate to the goals of your colleagues?
Step 2: Indicators of Success
● What might you see or hear to know you’ve reached your goal?
● What evidence should you collect to show success?
● How will you know that you have reached your set goal?
Step 3: Reaching Success
● How long are you anticipating _______ to take?
● What will guide your decisions about ________?
● What strategies might you use to help reach your goal?
● How might you best prepare for reaching this goal?
Step 4: Learning Focus
● On what past successful experiences might you draw?
● What is important for you to pay attention to in yourself?
● What do you want to be sure you do well?
● If you could videotape this lesson, what might you want to see or hear when you replay it?
Step 5: Reflecting
● How has our conversation supported your thinking?
● Where are you in your thinking now, in comparison with your thinking when we started?
● What specific things about this conversation were helpful?
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Planning Conversation Sample
Scenario
A teacher wants to begin using exit slips in her classroom. She starts talking to her colleague about this and they decide
to have a Planning Conversation. The questions are proposed by the colleague, to the teacher, to help push the teacher’s
thinking.
Colleague: What are you hoping to accomplish by using exit slips?
Teacher: I would like to get a better sense of what my students are learning on a daily basis, to help with my lesson
planning.
Colleague: What might you see or hear to know you’ve achieved that?
Teacher: Well, if I achieved this, I think I would see and hear my students engaged in my lessons and working at
appropriate levels, based on their progress and understanding of the material from the lesson the day before. I guess I
would see them happy and working hard. I don’t know how realistic it is for me to do exit slips every day though, for every
lesson. That would be a lot of exit slips and a lot of data. Maybe it would make more sense for me to plan on using exit
slips a few times a week, or at the end of a series of lessons, instead of every day.
Colleague: What might you need to do to be best prepared for using exit slips a few times a week?
Teacher: I think I need to look at some examples of exit slips and do some research on how to align exit slips to
instructional goals. I also need to plan thoughtfully for when I will use the exit slips. Also, I am not exactly sure how I will
use the data. I think I should talk to some of the folks on my grade-level team to see how they use their data from exit
slips. I would like to begin using the exit slips to find patterns of need and conduct short Cycles of Inquiry to help improve
my instruction. I may need some support from colleagues in doing this.
Colleague: What do you want to be sure you do well?
Teacher: I want to make sure that I have a plan for how I am going to use the data from the exit slips before I start using
them. Sometimes I get excited about a new idea and jump in head first without making sure that I have a plan. I don’t want
to create more work for myself in the long run.
Colleague: How has this conversation supported your thinking?
Teacher: I began this conversation thinking that I knew what I was going to do — use exit slips! But this conversation has
helped me to think through what I need to do to make this strategy successful for me, and my students. Thank you! This
has been helpful.
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Next Steps
Session 3 Assignments:
●
Complete Journal Entry #3 and #4
●
Complete 2 of the following:
o Brainstorm a list of instructional strategies to address the chosen pattern in data.
●
o
Conduct research into the high impact strategies that will address the pattern in data.
o
o
Use an Impact Effort Matrix to evaluate your chosen strategies.
Create a differentiation plan for the chosen strategy.
o
o
Create an action plan for implementing the strategy.
Plan a data conversation; write out the powerful questions you will ask during the conversation.
o Complete a PLM module that best fits your learning needs.
Complete course reading:
o Read pages 33 - 38 in Using Student Achievement Data to Support Instructional Decision Making
(http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=12)
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