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"Data is not about adding more to your plate. Data is about making sure you have the right things on your plate. "
Jennifer Hogan, Educator, Blogger, Speaker, 2018 Alabama Assistant Principal of the Year
"What I've come to understand is that the most important work I do to see a child in positive ways is within me. I must continually work to transform my own view of children’s behaviors, see their points of view, and strive to uncover how what I am seeing reveals the children’s deep desire, eagerness, and capacity for relationships. There is no more important or rewarding work than this," shares Deb Curtis in her new book, Really Seeing Children."When I join the children in their excitement about the world, I enrich my own life and work. When I stopped, watched, and waited, I learned so much more about the children and myself. My actions communicated respect for the children and, in turn, furthered the possibilities for deeper meaning in the ordinary moments."
Articles & Links~
Articles & Links~
Assessment Best Practices:
Follow the script.
Keep your recording form out of sight of the student.
Interactions should be friendly and supportive regardless of the students' responses.
Give wait time, but do not pressure the student to respond.
Monitor the students’ attention span and provide the student a break from testing as needed.
PAST: Stop if the student misses 3 items.
LID: Use the scanning card to show one line at a time
Data Collection Tools
Data Collection Tools
TSG Checkpoints
TSG Checkpoints
Using data to differentiate Small Groups
Proactive Planning Protocol.pdfPopular question: We've got the data, now what do we do?
Usually this is the spot in the PLC conversation where teams hit a rut. They are proud of the fact they've followed through, brought the data, crunched the numbers, looked for trends/patterns...but how determining responses can feel like a huge decision they no longer have the mental bandwidth for.
When your team hits a lull, bump, snag, roadblock, pitfall--whatever you want to call it...take this as a sign that the thinking needs to become visual.
There are no shortage of PLC or discussion protocols out there--and honestly my favorite thing to do is simply grab a piece of paper and start sketching in the meeting. In my recent post, Make Good Decisions, Faster, I share the Proactive Planning Protocol along with a few others we've found to be helpful.
A few years ago, I started sketching this protocol when working with upon this strategy when working with some teams at Avon Community School Corporation in Avon, Indiana. They had beautiful data sheets and a clear process for what types of questions they were trying to analyze, but how to respond to the data was where the thinking stopped for some teams.
Enter the Proactive Planning Protocol:
This protocol started as a web (but I've found a lot of folks prefer the Frayer Model look).
We teach that the best way to respond to data is to learn from the results to better plan instructional, assessment, and student-response situations during the next unit of learning.
By focusing our scaffolding strategy on improving visual cues to provide reinforcement and support--teams are anchored in the top Visible Learning Feedback strategy (and there are 6).
Sometimes a helpful response to data is to add lines or an answer box on the assessment. Sometimes you have your CUBES or RACE acronym on an anchor chart on the wall...when really students need to write it down on their assessment as a visual cue.
Sometimes we format practice problems a particular way--but then on the assessment, it looks totally different. Why are we confusing our students this way if we don't have to?
Sometimes our students need to fail and make mistakes (often!) to actually learn the material. But...when we don't build in time or a process for them to review their results and then do something with it, there's a missed feedback opportunity.
In my upcoming book, Proactive PLCs, I share the Proactive Planning Protocol along with several others that help teams respond by improving their intentional design and instruction.
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