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Engaging Educators in Conversations About Data

Anne Marie Bertram

Supervising Training Specialist - Testing & Data Reports Manager -NERIC

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Today's session will...

Engage you in a series of collaborative conversations around aggregate data, both fictitious and regionally based.

Provide you with a toolkit of activities/protocols to engage educators through conversations.

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Engaging Educators in Conversations About Data

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Problem Identification

Data Collection

Data Cleaning

Data Analysis

Data Interpretation

Problem Identification - can sometimes come from known/noticed issue, a goal or projected outcome of where you want to be

Data Collection – much of the data needed to solve any problem within a school district is already reported somehow and somewhere. The key is making it VISIBLE to where everyone can see it.

Data Cleaning – often in our first looks at the data we see things that don't make sense and find mis-reprortings of data.. as mis-reported data are corrected over time, through the establishment of clear processes, the data cleaning process takes less time.

Data Analysis – Breaking down the data to discover patterns, trends and relationships. Sometimes this involves the use of statistical, mathematical or computation techniques. When done well, VISUALIZATIONS can be developed lead to better Data Interpretation.

Data Interpretation - This is the process of making sense of the data by analyzing and drawing conclusions or insights. One examines the data to identify patterns, trends, relationships, or anomalies, and then uses that understanding to inform decisions, solve problems, or communicate findings.

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Admit/Exit Tickets

3x5 cards, sticky notes, or half sheets of paper with the data coach-chosen material copied onto them
3-2-1: Have participants write three of something, two of something, then one of something. For example, participants might explain three things they learned, two areas in which they are confused, and one thing about which they'd like to know more or one way the topic can be applied. The criteria for listing items are up to the needs of the teacher and the lesson, but it's important to make the category for listing three items easier than the category for listing one.

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Root Cause Analysis

"The 5 Why Process"

Engaging Educators in Conversations About Data

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WHAT?

Students don't perform well on spelling tests.

WHY?

They don't study in preparation for the tests

WHY?

The students assume that the tests will be easy and that they don't need to study.

WHY?

They don't learn the spelling rules; they just rely on trying to memorize each word.

WHY?

They don't understand the rules of spelling.

WHY?

I have not taught them in a way that helps them to understand the various rules of spelling

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Root Cause Analysis - Practice

Engaging Educators in Conversations About Data

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Notices & Wonders Protocol

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2025 Science Grade 5

314.5 minutes

9.3 minutes

Average 125.2 minutes

269 Students

35,024 minutes total testing

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Here's What, So What, Now What?

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Think – Pair - Share

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Think – Pair - Share

Engaging Educators in Conversations About Data

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Summarize your understanding of the data in using 1 sentence

2. What's 1 question you have about the data?

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Thank you!

Anne Marie Bertram

Annemarie.bertram@neric.org

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