Coaching Data Teams

Developed by the Alliance of Regional Educational Service Centers for the Connecticut State Department of Education for the

CT Accountability for Learning Initiative (CALI)

by Jane Cook, Literacy and Technology Coach, EASTCONN

Beth McCaffery, School Improvement Coordinator, LEARN

Available in electronic format at http://calicoaches.wikispaces.com

Revised 10/14/10

Table of Contents

Agenda iii

Seven Norms of Collaboration 1

Norms of Collaboration: 2

Assessing Consistency in a Group or Key Work Setting 2

Affinity Diagram 3

Caution! 4

Affinity Process 4

Tools for Data Coaches: Affinity Diagram Characteristics of Effective Coaches 5

Tools for Data Coaches: Jigsaw 6

Chapter 3 from Taking the Lead 6

Roles and Responsibilities of Group Members 7

Data Coach 8

Introduction 8

Knowledge and Skills 9

Challenges 9

SNAPSHOT OF A COACH AS A DATA COACH 10

Characteristics of Effective Coaches 11

The Roles of the Data Coach 12

Reflect and Write 13

Tools for Coaching Data Teams: Consensograms 14

Consensogram Questions 15

Tools for Data Coaches: Task Deconstruction Protocol from Nancy Love 16

Deconstructing the Task A Looking at Student Work Protocol from Nancy Love 17

Multiple Measures 18

Concerns Based Adoption Model (CBAM) 20

Adopting a Change 21

Data Coach Scenarios 22

Scenario A 22

Scenario B 24

Scenario C 26

Scenario D 28

Collaborative Assessment Conference: Overview 29

Technology Tools to Support Coaching Data Teams 30

Retrieving CMT or CAPT Data for Performance Levels by Grade 30

Simple Data Analysis with Microsoft Excel: Using Conditional Formatting to Apply Stoplight Highlighting to Data 31

Apply conditional formats to cells 31

About Filtering 32

Taking Advantage of Some of Excel’s Special Features 32

Specific Features of Excel 32

The COUNTIF Function 32

Example of Using the COUNTIF Function 32

COUNTIFS 33

Example of COUNTIFS: Counting the Number of Boys at the Proficient or Above Level 33

The COUNTA Function 33

Example of COUNTA: Counting the Number of Students by Using Their Names 34

Help with Creating Microsoft Excel Charts 34

Examples of Common Chart Types 34

Column 34

Bar 34

Line 34

Pie 34

Doughnut 34

Cone, Cylinder, and Pyramid Data Markers 35

Creating a chart 35

Create a chart 35

Create a chart from nonadjacent selections 35

Reflecting on Coaching 36

Microlabs Protocol 37

Purpose 37

Time allotted 37

Group format 37

Facilitation Tips 37

The Activity 37

Reflection questions following the activity 37

Activity Questions for Reflecting on Coaching 37

Text Rendering Experience 38

COACHES HELP MINE THE DATA 39

“Willing to Be Disturbed” 41

Questions for Data Team Leaders to Use When Facilitating Data Team Meetings 43

Step 1. Collect and chart data and results: What do the data say? 43

Step 2. Analyze strengths and obstacles: Analyze, then prioritize 43

Step 3. Establish goals: set, review, revise 43

Step 4. Select instructional strategies 44

Step 5. Determine results indicators 45

Suggested Resources 45

Introductory Level 45

Advanced Level 45

Questions That Promote Reflection 46

Bibliography 49

Coaching Data Teams
8:30 AM - 3:30 PM
Time / Agenda topics / Outcomes
8:30 - 9:30 AM / Welcome!
· Warm-up: Name Tent with Numbers (10 minutes)
· Picture Walk of Agenda and Handouts
· Overview of the Training – Purpose, Objectives, CALI Initiative, SRBI Framework and Essential Questions to Consider (Slides 2-6) (5 minutes)
· Norms for Collaboration (Slide 7) (15 minutes) / Meet and greet. Discuss what is planned for the training and participate in a warm-up activity to activate your schema.
9:30 – 10:30 AM / Laying the Foundation
· Affinity Diagram: Characteristics of an Effective Data Coach (Slides 8-12, Handout pp. 3-5) (30 minutes)
· Data Coaches Jigsaw Activity - Chapter 3 from Taking theLead (Slides 13-20, Handout, pp. 6-10) (30 minutes) / Learn about the roles and characteristics of effective Data Coaches by using a total quality tool and an Effective Teaching Strategy.
10:30 – 10:45 AM / Break / Relax
10:45 – 12:00 / Building Data Literacy
· Data Literacy - Consensogram Tool (Slides 21-22, Handout pp. 14-15) (30 minutes)
· Task Deconstruction (Slides 23-25, Handout pp. 16-17) (40 minutes)
· Multiple Measures of Data (Slide 26, Handout pp. 18-19) (20 minutes) / Experience a total quality tool to assist with coaching Data Teams. Lean how to use the Task Deconstruction protocol. Discuss the importance of Multiple Measures of Data.
12:00 – 12:30 PM / Lunch / Eat and enjoy!
12:30 – 12:45 PM / CBAM (Slides 27-28, Handout pp. 20-21) (15 minutes)
12:45 – 1:45 PM / Scenarios and Sustainability (Slides 29-30, Handout pp. 22-28) (60 minutes) / Apply learning through Case Study Scenarios.
1:45 – 2:15 PM / Looking At Student Work: Collaborative Assessment (Slides 31-32, Handout pp. 29) (30 minutes) / Apply a LASW protocol that helps to create a shared understanding of text.
2:15 – 2:30 PM / Break / Relax
2:30 - 3:15 PM / Technology Tools & Resources to Support Coaching Data Teams (Slides 33, Handout pp. 30-35) (45 minutes)
· Excel Templates
· Exploring http://calicoaches.wikispaces.com and other Web-based resources
· Text-based resources / View a demonstration of technology tools to support the work of Data Teams and Data Coaches. Learn about electronic & text-based resources .
3:15 - 3:30 PM / Closure and Next Steps (Slides 34-35) (15 minutes)
· Debrief and share questions, comments, insights
· Reminder about other resources in handout (pp. 35-48)
· Give feedback on today’s session / Debrief the session. Give feedback on the session.
Objectives: / As a result of participating in this PD session, participants will be able to:
1. Examine the research on coaching that supports DDDM.
2. Identify the roles and responsibilities of a coach and effective models for coaching.
3. Observe and apply coaching behaviors that influence best practices and result in high student achievement.
Special notes: / Please bring your good will and good humor and share them liberally.
Contact info:
Jane Cook, , 860-455-1510
Beth McCaffery, , 860-434-4800

Seven Norms of Collaboration

Source: Center for Adaptive Schools Web site at http://csi.boisestate.edu/Improvement/7%20Norms.pdf

From The Adaptive School: A Sourcebook for Developing Collaborative Groups (Garmston and Wellman, 1999, pp. 37-49)

1. Promoting a Spirit of Inquiry

Exploring perceptions, assumptions, beliefs, and interpretations promotes the development of understanding. Inquiring into the ideas of others before advocating for one’s own ideas is important to productive dialogue and discussion.

2. Pausing

Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making.

3. Paraphrasing

Using a paraphrase starter that is comfortable for you – “So…” or “As you are…” or “You’re thinking…” – and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions.

4. Probing

Using gentle open-ended probes or inquiries – “Please say more about…” or “I’m interested in…” or “I’d like to hear more about…” or “Then you are saying…” increases the clarity and precision of the group’s thinking.

5. Putting ideas on the Table

Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”.

6. Paying Attention to Self and Others

Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

7. Presuming Positive Intentions

Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm.

Norms of Collaboration:

Assessing Consistency in a Group or Key Work Setting

1. Promoting a Spirit of Inquiry

Low / / High
1 / 2 / 3 / 4

2. Pausing

Low / / High

3. Paraphrasing

Low / / High

4. Probing

Low / / High

5. Putting ideas on the table

Low / / High

6. Paying attention to self and others

Low / / High

7. Presuming positive intentions

Low / / High

Affinity Diagram

What? / The Affinity Diagram is an interactive data collection method which allows groups of people to identify and process large quantities of ideas in a very short time frame.
When? / The Affinity process is used when teams need a non-judgmental process for collecting ideas.
Where? / Affinity Diagrams work best with a large table (preferably round). People can rotate around the table to see contributions from other team members.
Why? / Affinity Diagrams:
§ Are very spatial and interactive.
§ Allows groups to quickly collect and organize hundreds of ideas.
§ Give all ideas equal weight.
§ Encourage everyone to contribute.
§ Allow ideas to be grouped according to their natural relationships.
§ Are effective with all ages.
§ Give team members the opportunity to view ideas of other team members.

ã1993 Total Quality Learning, Inc.

1. A topic is chosen and clearly stated such as: “What do we need to know about TQL?”
2. All team members brainstorm ideas relating to the stated question or topic.
3. As brainstorming takes place write each idea on a 3” x 3” sticky note or note card.
4. Place team members’ ideas in the middle of a table or stick them on a smooth surface such as a mirror or Mylar board.
5. As a group silently place ideas in like categories.
6. Place a header card, describing the category, at the top of each column. / Brainstorming should be done in silence. Talking at this point tends to inhibit participation.
Ideas should be stated as briefly as possible; one word is often too brief, a sentence is often too detailed. Usually two to four words can adequately convey the idea.
Allow enough time for everyone to generate ideas, but not so much time that some members lose focus; three to five minutes is often adequate. However, remember that some of the most creative ideas come near the end of the brainstorming session.
It is important that all members of a team working on the task be able to see all of the ideas. Sometimes team members need to rotate the ideas in order for all to participate.
If a team member is being excluded it is the responsibility of the group to see that everyone participates.
If a stated idea is unclear any individual can ask for a clarification from its author, otherwise no talking is the rule.

ã1993 Total Quality Learning, Inc.

Tools for Data Coaches: Affinity Diagram Characteristics of Effective Coaches

Instruction Sheet

1. Individually write 5 characteristics that an effective coach should possess on the post it notes provided.

2. At your table, share your responses and eliminate any that are exact duplicates.

3. Have one member of your group place your group’s large post it note responses on the chart paper posted around the room.

4. When directed, go to the chart paper and organize the post it notes into logical groupings, building an Affinity Diagram.

5. When asked, suggest a logical header for each group. The trainer will write a header card based on the group’s suggestions.

Summarize the results gathered by the coaches and debrief the Affinity Diagram activity.

7. Reflect and Write: Using the modified T-chart below to respond to this question: How might an affinity diagram be useful in your work as a Data Coach?

Characteristics of Affinity Diagrams
How I Can Use Affinity Diagrams / When I Can Use Affinity Diagrams

Tools for Data Coaches: Jigsaw

Chapter 3 from Taking the Lead

Instruction Sheet

Directions:

Count off by 4’s and get into your Expert Group by number. Use the Roles and Responsibilities of Group Members on the next page to ensure that your work is productive.
Read the following sections in the chapter on pp. 9-11 in your handout:

· The 1’s will read the Introduction section.

· The 2’s will read the Knowledge and Skills section.

· The 3’s will read the Challenges section

· The 4’s will read the Snapshot of a Coach as a Data Coach section

In your group, develop a method and materials to teach your Home Group about your section. You’ll have 2.5 minutes to teach your section.
Return to your Home Group.
Refer to p. 8 in your handout and assign roles for your Home Group.
Teach your section to your Home Group. You’ll have 2.5 minutes to teach your section.
Each group will report out the insights from their learning in 1 minute or less.

Roles and Responsibilities of Group Members

Make sure that each person in your group is serving in at least one role. If you have more than 5 people in your group, have more than one Gatekeeper. If you have less than 5 people in your group, have group members serve in more than one role. Everyone should serve as a secondary facilitator, helping make the group’s work easier.



FACILITATOR... The Facilitator leads the discussion, making sure that everyone is fully participating. The word Facilitator comes from the word facilitate which means make easy.

SECONDARY

FACILITATOR… Everyone in the group serves as a secondary facilitator, helping make the group’s work easier.

SCRIBE... The Scribe writes for the group. In your Expert Group, everyone needs to serve as a Scribe as you’ll be taking the information back to share with your Home Group.

REPORTER... The Reporter reports the small group's work to the whole group. In your Expert Group, everyone needs to serve as a Reporter as you’ll be taking the information back to share with your Home Group.

TIMEKEEPER... The Timekeeper keeps track of the time and makes sure that the group finishes their task on time.

GATEKEEPER... The Gatekeeper makes sure that everyone is on task.

Data Coach

Source: Chapter 3 from Taking the Lead: New Roles for Teachers and School-based Coaches