Turning Data Into
DLI Practice
Olympia Kyriakidis,Ed.D.
Essential Actions
The liberatory design mindsets support these.
Helps designers & leaders:
Helps designers & leaders:
Identify your equity commitment
Better understand the complexity of this challenge
Design and try potential solutions
NEP Liberatory Design for Equity Process
@equityproject #LiberatoryDesign
Six Circles Model
Structure
Pattern
Process
Information
Relationship
Identity
Rational/
Technical
Relational/
Experiential
Leading for Equity
Originally developed by Margaret Wheatley
“We humans use identity to organize our actions and beliefs to give meaning to our lives. We, like all living things, live in networks of relationship. And like all living beings, we need to stay alert to what’s going on in our environment, what may require us to adapt and change. “
-Margaret J. Wheatley
Why empathize?
Insightful Comments from Qualitative Data
The student was on task and following directions most of the time. The tasks did not seem to excite him or engage him. During my 40 minute observation, he never verbally interacted with the teacher or participated in any requests to chorally respond. On the playground (15 minutes) he never interacted with an adult, had one short moment of verbal interaction with another student. He did sit with a small group of boys for his snack and then engaged in a game of tag on the grass.
This student never spoke for the entire 30 minute observation, even when the teachers asked the class to turn to their partner and share a response from the worksheet. (The other student did not engage in this sharing activity either)
The student was very quiet throughout the entire observation. She did not speak to the teacher or to other students. She worked on task during independent time, but when listening to the teacher she often got off-task.
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Empathy Interviews
By interviewing, you get a chance to get close to the end user (students) and hear about their perspectives and challenges in their own words.
Understanding student perspective
Debrief Empathy Interviews
Content: What did you hear? How might this impact student learning? What did you learn?
Process: Are there questions you wish you would have asked? Are there questions that were particularly fruitful? Did you probe effectively?
“This process shadowing becomes a powerful way to shed light on the specific linguistic and cultural needs of students. Shadowing, in conjunction with follow-up professional development, allows educators to begin to create systemic instructional access and equity for Language learners .” (Ivannia Soto)
Talk Percentages
Teacher = 61%
Shadowee = 22%
Other Student = 15%
Audio/Visual = 2%
SMUSD
EL Shadowing
Elementary Wordle
Spanish Immersion Program
Increasing Language Proficiency
AP EXAM
SAT II
End of 5th Grade Spanish Immersion
End of 3 Years Mandarin Enrichment
Target Reports
Sample Performance Bands Gauges
Sample Performance Bands Gauges
Guiding Principles Assessment and Accountability�Strand 1 – Principle 4/5
4. A. Data are purposefully collected and subject to methodologically appropriate analysis.
B. Achievement data are disaggregated by student and program variables B (native language, grade level, student background, program, etc.).
5 - A. Progress is documented in both program languages for oral proficiency, A literacy, and academic achievement.
B. Progress can be documented for all students through indicators such as retention rates and placement in special education and gifted/talented classes
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Facilitating a Data Conversation
1. What do you see and notice?
2. What questions does the data raise for you?
3. What hypotheses or explanations do you have about what you see?
4. What actions should I take?
Ladder of Inference
Generating Ideas
STAGE
4
STAGE
3
STAGE
2
STAGE
1
Design and scaffold opportunities for sustained, productive student-to-student conversations
Intentionally plan and utilize structures and strategies for meaningful discourse
Create the environment and conditions for discourse
Know your Language
Learner students
Integrate oral discourse that develops language and deepens content and literacy learning
AIM Statements
Change Ideas
Measures
What specifically are we trying to accomplish?
What change(s) might we introduce and why?
How will we know if a change is an improvement?
A Guide for Learning
PLAN
DO
STUDY
ACT
TESTING YOUR THEORY
& BUILDING KNOWLEDGE
Charter
In the Chat
What are some your challenges now in trying to document and share academic growth of language learners?
Guiding Principles Assessment and Accountability�Strand 1 – Principle 3
A. The program systematically collects data to determine whether academic, A linguistic, and cultural goals are met.
B. The program systematically collects demographic data (ethnicity, home language, time in the United States, types of programs student has attended, mobility, etc.) from program participants.
C. Assessment is consistently conducted in the two languages of the program.