CRSCD School Improvement

Got (implementation) data?!

Many schools are, or are getting ready, to analyze some adult implementation data in BLT. These teams have already identified data sources they believe will yield information needed. They have identified what they are hoping to accomplish when looking at the data and have placed it on an upcoming BLT agenda.

In our district, we value continuous improvement. The purpose of data analysis is to take a look at what our data shows. It is not to point fingers, blame, or make excuses. The data is what it is. The focus should be on the analysis and constructive conversations that lead to insight. It's really all about continuous improvement (of us as educators) and increased student learning.

A few tips to consider as your BLT prepares to analyze:

1. Avoid data overload- choose carefully!

2. Display data so that it's organized and easy to read. This will reduce frustration and aid discussion if members understand. Give verbal overview if needed.

3. Ensure adequate time for discussion.

4. Have a plan to engage all members of the BLT in the conversation.

5. Remember to observe data first ("just the facts")- don't jump to conclusions or suggestions too soon.

6. Ensure that successes are noted. Teams tend to note negatives. Don't miss the opportunity to celebrate.

7. After describing the data, discuss possible causes and wonderings and only then brainstorm possible implications and next steps. Prioritize and commit to a few "next steps" or actionable items that the team can realistically accomplish.

8. Include a few minutes of reflection on the analysis process at the end- individual or group. What did members find interesting? What questions do members have? What do they want to tell the facilitator about the data analysis experience?

Another Way to Keep Norms at the Forefront

"Snowball Fight" anyone?!

Here is yet another way to revisit norms. This idea comes from a meeting led by Mary Ellen Maske.

1. Have each member write one norm that they have or others in the group have difficulty following. Describe and define the norm. Why might this norm be a challenge? What behaviors might occur that would be infractions?

2. Crumple the paper into a "snowball" and throw into the middle/a basket.

3. Facilitator takes out and redistributes one to everyone. Each member privately reads what is written on the paper and writes possible solutions.

4. Members report out (ananomously as they have someone elses paper) to the group.

5. These can be collected and each time the group meets to review all norms, one "snowball" can be shared with the group to serve as a reminder.

If you have questions, feel free to ask your building professional learning facilitator or call Kathleen x3707.