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Making Sense of Classroom Data:“Trackers” and The Atlas Protocol

Session 1, December 2014 NTI

Our Beliefs about Adult Learning

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Learning Targets

• I can examine data effectively.

• I can make data-based decisions regarding students’ achievement of specific writing standards.

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3-2-1 Stories

• 3: Things about teaching students to write well that challenge you.

• 2: Successes that you’ve had.

• 1: Way you’ve helped students understand and do something about specific issues in their writing.

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Norms for Collaboration

• Review the Norms for Collaboration on page x of your Participant’s Notebooks.

• Please rate yourself on the Norms Inventory based on how you just interacted in the 3-2-1 activity, and reflect on one norm you would like to focus on for this NTI.

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Sources of Data

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Simple “Trackers”

• Making these on Excel is much better, but we are working with paper.

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Atlas Protocol

• Locate the Atlas Protocol on page x of your Participant’s Notebooks.

“A structured dialogue format is a way of organizing a group conversation by clearly defining who should be talking when and about what. While at first it may seem rigid and artificial, a clearly defined structure frees the group to focus its attention on what is most important. In general, structured dialogue formats allot specified times for the group to discuss various aspects of the work.”

• Skim the remainder of the protocol for the gist of the structure.

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Atlas Protocol Directions

• Divide into groups of approximately 5.

• Draw and label a table on your chart paper:

• Select a timekeeper, facilitator, and recorder.

• Locate a data set: Elementary- p. X in your Participant’s Notebook Secondary- p. X in your Participant’s Notebook

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Observations Interpretations Implications

Atlas Protocol, Cont.

• Observation: Example: The first school’s performance exceeds

the second school’s performance on 80% of the items.

• Judgment: Example: The first school’s teachers are more

aligned to the Common Core.

Begin Protocol

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Atlas Protocol, Part 1

• Part 1: Observations

• Time: 10 minutes

• Steps: 1. Facilitator: Ask “What do you see?” 2. Group: Shares their observations of the data

• “On page one in the second column, third row…” 3. Recorder: Scribes observations 4. Timekeeper: Keeps time

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Atlas Protocol, Part 2

• Part 2: Interpretations

• Time: 10 minutes

• Steps: 1. Facilitator: Ask “What does the data suggest?”

and “What are the assumptions we make about students and their learning?”

2. Group: Shares their interpretations of the data• Use evidence to support interpretations

3. Recorder: Scribes observations 4. Timekeeper: Keeps time

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Atlas Protocol, Part 3

• Part 3: Implications

• Time: 10 minutes

• Steps: 1. Facilitator: Ask “What are the implications of

this work for curriculum, instruction, and assessment?”

2. Group: Shares their implications of the data• Refer to prompts in the protocol to guide implications

3. Recorder: Scribes observations 4. Timekeeper: Keeps time

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Closing the Protocol

• What did you learn from listening to your colleagues that was interesting or surprising?

• What new perspectives did your colleagues provide?

• How can you make use of your colleagues’ perspectives?

• What questions about teaching and assessment did looking at the data raise for you? How can you pursue these questions further?

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Reflect on this Process

• This protocol is based on a sample data “tracker” set up by examining a unit 3 “Unit-at-a Glance” chart.

How are you collecting or helping teachers collect similar data?

What are the implications of having or not having this level of data in terms of Common Core implementation?

On module implementation? Other “ahas” about classroom data and student

achievement?

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Written Reflection

• Locate the Journal page for Session 1 on p. X in your Participant’s Notebook.

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Stand and Stretch!

• We will head to lunch after Session 2.

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