cia team training

CIA Team TrainingPresented on September 2nd and 3rd, 2014

by Susan Compton, Ed. D, Rosemary Schutz, and Shawn Feeney.

CIA Teams

• If we believe all kids can learn…• What is it we expect them to learn?• How will we know when they have

learned it?• How will we respond when they

don’t learn?• How will we respond when they

already know it?

CIA Teams

• C.I.A.: • Curriculum, Instruction, Assessment.

• Objective: • In order to maximize student

achievement in our schools, CIA Teams will learn about and begin utilizing the Data Action Model.

CIA Teams

• Goal #1: • CIA Teams will learn the Data Action Model.

• Goal #2: • CIA Teams will engage in Data Meeting

One, using the “Ask and Wonder” protocol. Subsequently, CIA Teams will prepare for Data Meeting Two, scheduled for October 10th, for which they will bring additional assessment information in order to “triangulate” data to draw conclusions.

CIA Teams

• Goal #3: • After engaging in today’s Data Meeting

#1, teachers will preview and consider connections that can be made between their CIA Team’s data analysis and their individual SGOs.

CIA Teams

• Before we talk about CIA teams further, please take a look at this video clip and consider two questions:• What is the purpose of this team’s work?• How might the team’s work improve student learning?

https://www.teachingchannel.org/videos/common-formative-assessment

CIA Teams

• Please talk to a neighbor about the questions we considered while watching the clip:• What is the purpose of this team’s work?• How might the team’s work improve student learning?

CIA Teams

• On a scale of 1-10, with a “1” representing “Not at all” and a “10” representing “Often, routinely, and very well,” answer this question: • “How often or effectively do I use data to

inform my classroom instruction?” Think for a minute, and then tell someone nearby you about your experiences with data in the classroom.

CIA Teams

• How many of you gave yourself a score of 1-5?

• How many gave it a 6-10?

CIA Teams

• It is important to think about CIA teams in broad terms, even though we will use specific protocols identified in the Data Action Model. Take a look at this next clip and consider which aspect of CIA – curriculum, instruction, or assessment – is emphasized most in these CIA teams…

https://www.teachingchannel.org/videos/better-common-core-lessons-equip?utm_campaign=digest&utm_medium=email&utm_source=digest

CIA Teams

• Tell your neighbor about which aspect you would say was emphasized most by the team in the video: curriculum, instruction, or assessment?

CIA Teams

• Can you see the potential for student learning improvement as a result of this kind of collaboration?

CIA Teams

• While we are proud of the academic gains we have made in our schools in recent years, we know we still have much room for improvement. There is a common mistake school districts make when it comes to teaching and learning and data. And that is that we often rely on hunches.

CIA Teams

• I want to talk to you for a minute about a simple protocol we will use in the Tri-District this year, called the Data Action Model. This model helps us drill down deeper into the data, so that we don’t “misdiagnose” issues, which wastes time and does not increase student achievement.

#data2action

REFERENCING TEXT

How Teachers Can Turn Data Into

Action

(ASCD, 2014)

69th ANNUAL CONFERENCE & EXHIBIT SHOW

CIA Teams

• The Data Action Model helps us avoid operating merely on hunches, which can often be incorrect, causing us to waste our effort and time.

CIA Teams

• Please take a look at page 11 of your text How Teachers Can Turn Data Into Action. This passage illustrates the usefulness of the Data Action Model that our CIA Teams can use.

CIA Teams

• Let’s review the Data Action Model to see its benefits.


The DATA ACTION MODEL

Schools tend to be:

• Good at amassing data• Good at looking (or attempting to look) at data• Bad at responding to the data• Bad at changing instructional practice based on the data

#data2action

Need for a Proce

ss



Systematic, User-friendly

• Slows the process down• Avoids rushing to conclusions• Relies on evidence rather than “hunches”• Forces instructional change

#data2action

DataActionModel



Organized by Meetings

• Review Existing Data• Explore additional, relevant data• Identify Learning Gaps• Link to Instructional Gaps• Set a goal and Action Plan(that includes new instructional strategies)• Implement in Classroom• Evaluate Success

At a Glanc

e(the

Nutshellized version)

#data2action



DATA MEETING 1Reviewing Existing Data & Asking

QuestionsDATA MEETING 2

Triangulating the DataDATA MEETING 3

Determining Gaps & GoalsDATA MEETING 4Planning for ActionDATA MEETING 5

Evaluating Success & Next Steps#data2acti

on

CIA Teams

• Let’s also take a look at a chart that depicts the Data Action Model on page 4 of your text.

CIA Teams

CIA Teams

• Today, we are going to review the process for Data Meeting #1 (DM1) and then conduct our first data meeting.

CIA Teams

• Before we do that, let’s take a closer look at what needs to happen in DM1.

• Please refer to pp. 21-36 for a detailed description of DM1

• Please see page 114 for the “Notice and Wonder Protocol.”



Reviewing Existing Data and Asking

Questions

1. Notice & Wonder Protocol2. Ask Exploratory Questions3. Decide which artifacts

are needed & who will bring them

#data2action

DataMeetin

g1


The DATA ACTION MODEL(Sample Data for Discussion

Purposes)

#data2action



Notice Statements

• factual observations• free of inference and speculation• no mention of causality• reflect what is present (in the data) and not why this may be so

#data2action

Notice&

Wonder



Purposes)

#data2action



Wonder Statements

• “I wonder {why, if, how, whether}”• may be speculative, inferential• may reflect possible causes• may be comparative• should include statements about instruction (and not merely about student performance)• may or may not be linked to Notice Statements

Notice&

Wonder

#data2action



Purposes)

#data2action



Exploratory Questions

• are derived from Wonders• reflect past practice or results• provide the compass for gathering artifacts/more info• focus the team (and filter out extraneous information)• address issues worthy of investigation• lead to identifying gaps

Exploratory

Questions

#data2action

CIA Teams

• The rest of the Data Action Model calls for these steps…



Triangulating the Data

• Review of artifacts• Focus Exploratory Question• Track Learning & Instructional Gaps

#data2action

DataMeetin

g2



#data2action



Determining Gaps & Goals

1. Identify Learning gaps2. Identify Instructional gaps3. Set a Target Learning

Goal4. Decide an evaluation

metric

#data2action

DataMeetin

g3



Strategies Search

• Einstein’s Insanity• Something old, new, borrowed, blue

#data2action

Between

DM3 and

DM4



#data2action



Planning for Action

1. Review new strategies/activities2. Develop a Data Action

Plan

#data2action

DataMeetin

g4



#data2action



Implementation(where the “rubber meets the

road”)

• 2 – 4 weeks• PLC continues to meet during Implementation Period• Looks at Teacher Work, Student Work, Issues & Dilemmas, Text

#data2action

Between

DM4 and

DM5



Evaluate Success

• Use Evaluation Metric• Decide next steps

#data2action

DataMeetin

g5



Questions?

#data2action

CIA Teams

• In just a moment, we are going to move into our teams to begin our first Data Meeting. You will notice the Chromebooks we have set up on the tables for your teams to borrow. When you sit together with your team, you will be asked to document your discussion today, and we will use Google Drive as a place to include data and notes relevant to our CIA teamwork together.

CIA Teams

• Before conducting your first meeting, you will need to identify roles first. You will need the following roles:• Facilitator• Timekeeper• Recorder• Active Participants

CIA Teams

• Similarly, it will be helpful to review the “Notice and Wonder” protocol on page 114 before beginning.

• It may also be helpful to review the description of DM1 on pp. 21-36 before delving into the data.

CIA Teams

• In a “nutshell” you will accomplish three things in your DM1 today:• Do First: Review Existing Data• Do Second: Ask Exploratory

Questions• Do Third: Decide Who Will Bring What

to DM2 on October 10th.

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• A word about data:• Today’s data is “Macrodata” that can be used as

an excellent starting point for us. While this is broad, general data about our student achievement, it is an excellent place to conduct “Notice,” “Wonder,” and “Ask” activities.

• Our next meeting (DM2, on October 10th) will allow us to bring additional, more specific data from our individual classrooms so that we can “triangulate” and begin to notice more specific, accurate trends regarding our students’ skills and abilities.

CIA Teams

• By the end of today’s DM1 meeting, you will have recorded the following items on your DM1 Summary:• Your team’s “Notice Statements” (see page 28)• Your team’s “Wonder Statements” (see page 29)• Your team’s “Exploratory Questions” (see page 31)• Finally, after asking the “Exploratory Questions,”

identify who will bring what kind of data to the next meeting; all participants will need to bring something useful. Please see page 33 for samples of relevant data.

CIA Teams

• REFLECTION: At the end of your meeting, please reflect on the process as well as questions you have moving forward. One question that is often asked is how much time will we be able to dedicate to CIA team meetings. Here is what is planned:• HES: After October 10th we will use one of our two staff

meetings per month to dedicate to the Data Action Model.• AHES: After October 10th we will schedule CIA team

meetings during the school day using subs, as we do currently for co-planning.

• HHRS: After October 10th, we will meet during the day in our free periods, with additional coverage provided as needed.

CIA Teams

• SGOs

• Once your team has completed its DM1, please take a look at the new SGO form.

• You will notice that there no longer is a distinction between “Tiered” and “Simple” SGOs, nor is there a need to indicate whether the SGO is “general” or “specific.”

• There is an excellent PPT developed by the NJDOE that illustrates the expectation for and rationale behind the new SGO forms. Please take a look at the PPT and, after viewing it, discuss with your CIA team how your work SGOs this year might be informed by CIA discussion.

http://www.state.nj.us/education/AchieveNJ/teacher/2014-15StudentGrowthObjectiveForm.pdf

http://www.state.nj.us/education/AchieveNJ/teacher/SGO20FromCompliancetoQuality.pptx

CIA Teams

Collective Discussion and

Reflection

cia team training

Documents

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