For the Friday morning ELA session, participants were split into two groups based on their familiarity with the modules – those new to the modules and those familiar with them. The group members, which included teachers and principals mixed in with coaches, reviewed the Norms of Collaboration. Participants silently read “Central Beliefs about Data Inquiry Teams,” to themselves. Data Inquiry Teams are teams of teachers in a school that meet regularly to analyze student data, reflect on student progress, and create action plans that improve instructional effectiveness.
The five Central Beliefs about Data Inquiry Teams are:
1- Data inquiry is built on the foundation of a collaborative, trusting professional culture in which accountability for achievement is shared by teachers, leaders, and students.
2- Data inquiry teams generate and implement concrete action plans to improve teaching and learning.
3- Data inquiry teams use high-quality data sources to analyze student achievement.
4- The work of data inquiry teams is inclusive, cyclical, and structured.
5- School leaders ensure that data are organized and displayed to support effective analysis.
Further descriptions of each belief can be found on EngageNY.org in the ELA 3-8 Turnkey Kit.
Participants then discussed their processes for analyzing the data and dissemination protocols. Shared experiences among participants led to examining the protocol developed by Expeditionary Learning to analyze the data received from the module assessments:
Step 1- Choose roles
Step 2- Analysis- individually
Step 3- Description- what do group members see in the data?
Step 4- Identifying Challenges – everyone reports
Step 5- Looking at Student Work
Step 6- Discussion
Step 7- Brainstorm- share ideas
Step 8- Come to Consensus
Step 9- Complete an Action Plan
The participant groups examined the Performance Assessment Scores and followed the seven steps of data inquiry. They then came to a consensus about the best actions to take and then developed action plans.