j s e c professional learning communities: conversations about data
DESCRIPTION
J S E C Professional Learning Communities: Conversations about data. Sometimes data is just for show. But other times, we can’t move forward without it. Today’s Objectives: By the end of this session, you will be able to… Facilitate a data chat with students - PowerPoint PPT PresentationTRANSCRIPT
JSEC Professional Learning Communities:Conversations about data
Sometimes data is just for show. But other times, we can’t move forward without it.
Today’s Objectives:
By the end of this session, you will be able to…
• Facilitate a data chat with students
• Explain how triangulation can be used before responding to data.
• Use an effort/impact matrix to evaluate different responses to data
Today’s Agenda:Do now and follow up (15 min.)
-Data newsletter: what/so what/now what -Sharing the data newsletter with students-PD survey results and connections
Data chat template (30 min.)-Modeling STAR and other assessment -Input on template discussion
Cycle of inquiry (15 min.)-Analyze: using triangulation - Strategize : using the effort/impact matrix
Whip around: Next steps (5 min.)
Exit ticket
Do NowWhat/So What/Now What?
Data chats
• What are they?
Data chats
• What are they?• Why have them?
Data chats
• What are they?• Why have them?• What data?
Data chats
• What are they?• Why have them?• What data?• How often?
DRAFT
DRAFT
How are data chats connected to these different PD topics mentioned by teachers in the survey the ILT gave in December?
How are data chats connected to these different PD topics mentioned by teachers in the survey the ILT gave in December?
Triangulation
Triangulation
Triangulation
Validate using triangulation? Why or why not?If yes, what data sources would you use?
Triangulate?
Effort/ImpactMatrix
Effort Impact Matrix
Mr. S. and Mr. M.’s just scored a persuasive essay writing assignment they gave to their classes. They examine the results and quickly notice a pattern of need:
Pattern of Need: On the 4 point rubric, 40 out of 62 students scored below a 3 on the row that focused on writing an effective thesis/focus statement.
Root Cause: Students do not understand how to write an effective thesis/focus statement and are not able to describe how this statement connects to the rest of the paper.
WhiparoundHow will you use what we’ve talked
about during this session?