Data Literacy

And how to use it wisely

 Selling a boy an ice cream
cone, or a murder magnet?

There is a strong positive

correlation between ice cream
sales and homicides…

What does this mean?!

Photo by Andrew Burton/Getty Images

https://slate.com/news-and-politics/2013/07/warm-weather-homicide-rates-when-ice-cream-sales-
rise-homicides-rise-coincidence.html
Data Literacy in Education - What does that mean?

Data Literate: “able to understand, analyze and act on multiple forms of data on
student learning” (pg. 3)

Data Literacy Skills (pg. 3):

● Problem-focused: inquiry based skills, knowing how to ask questions and identify
problems.
● Data-focused: “knowing how to access, generate and interpret data”
● Process-focused: “knowing how to engage in collaborative inquiry and evaluate cause
and effect”
● Critical Analysis: “understanding the strengths and limitation in data collection and
reporting, responding to concerns about equity/ using instructional strategies to
address achievement gaps identified in the data.”
 Data Literacy in Education - What does that mean?
Data Inquiry: educators working in teams to analyze student progress
using data, make recommendations about curricular and instructional
next steps, and follow up on the results of these actions.” (pg. 2)

Collaborative Inquiry: “a way of “co-investigating a commonly agreed

upon element of teaching and learning.” (pg. 3)

“Through teamwork, educators are better able to build data literacy for
teaching” (pg. 3) -
If we expect our students to collaborative
and create knowledge - we should too!
 A Shared
A commitment to
Action
Assessment &
Adjustment
 How to create an effective and productive meeting:
Set “Protocols”
Basically a way to give order to the
meeting and opportunities for everyone
to be involved
Examples of Protocols:
● “Plus/Delta - have everyone
assess what went well and what
they would like to change
● “Success Analysis” - Identify
things that contributed to
improvements over time
● “SUMI”- Identify:
○ What Surprised them
○ How to Use it
○ How to Modify it
○ What Impact it has
Delegate Responsibilities
Helps the meeting to stay on topic and
on time, assign each member a task
Examples of Roles:
● TimeKeeper - Makes sure the
meeting keeps moving and that
each section of the agenda gets
addressed
● Facilitator - one who comes
prepared to lead the meeting.
Will bring data to analyze and
discuss
● Recorder - one who records the
meeting through notes, slides,
docs, etc.
Why would having a protocol be important in these meetings?
Journey Presentations
A cumulative presentation of your team's
journey
Examples of what to include:
● The Process - How did you
discover the data?
● The Evidence - What did you
find?
● Reflections - What was learned?
● Actions - What did you do about
it?
● Feedback Loop - Where did this
process lead you?
 ● The second habit of
mind require how to
engage educator to work
together. (pg 11)
- Bad way of thinking of

C: Intentional collaboration is:

assuming to assign in

Collaboration
group automatic the
educator will be
collaborative and
productive.
● Following slide are
technique to make a
effective collaborative
technique. (pg 11)
 Follow checklist to be
effective such as

C: Intentional
encourage participants to
think about: Purpose,

collaboration
process, preparation,
pacing of the meeting.
Which emphasis on
Teaching and Modeling articulating meeting
Tools for Designing and objective such as
Facilitating Effective facilitator, time keeping
Meeting - and note taker. (pg 12)
 ● It is very important to set the
expectation that every participant

C: Intentional
can grow by providing a sequence of
steps and time limits.

Collaboration
● That way everyone can contribute an
idea. As one listens, the others can
clarify ideas for the group.
Teaching and Modeling Tool ● Compass Point Protocol is another
for Working in Groups. idea,. As each participant contributes
everyone grows when they are
comfortable contributing to the
group. (pg 12)
 Pedagogical Strategies:

-Using case studies to

expose participants to a

E:Relentless focus
broad range of data

-Teaching and modeling

on EVIDENCE tools for sticking to

evidence

ACE: Each Letter -Providing structured

Represents a Habit opportunities for
participants to discuss
one another’s evidence
 Trust in collaboration, is
found in evidence.

-When it comes to focus on

evidence, judgment should

E: Relentless focus not be a factor.

on EVIDENCE
-People make
decisions based on
descriptive,
ACE: Each Letter
Represents a Habit objective and specific

Statements about what

they see.
 -As an example, a statement such as
this student doesn’t care about school
is more likely to close down
possibilities for inquiry and prevent
conversations about alternative

E: Relentless focus
explanations than a factual statement
like this student has not turned in
assignments for three days.

on EVIDENCE
What we gather from data literacy of
Evidence: you can’t just rely on data
as a representation of student
performance, you must look at multiple
forms of data.
ACE: Each Letter
Represents a Habit It's not just about seeing the data but
more so understanding it and what
evidence supports it.
Draw lines to connect each action with the “habit of mind” it belongs in:

A
Setting protocols

Using case studies

Delegate responsibilities

Backup your statements with data

C
Working together

Teaching and modeling tools E

“ACE” in Action

What order would you put the three A’s in when looking at data?
Of the following, which most describes your approach when
addressing a group problem or situation?
North
Acting - “Let’s do it”;
likes to act, try
things, plunge in
West East
Paying attention to Speculating - likes
detail - likes to to look at the big
know the who, what, picture and the
when, where and why possibilities
before acting before acting
South
Caring - likes to know that
everyone’s feelings have been
taken into consideration and that
their voices have been heard
before acting

Drag the Blue dot to your choice

 Whole Group Discussion
1. Note the distribution: what might it mean?

1. What is the best combination for a group to

have? Does it matter?

1. How can you avoid being driven crazy by

another direction?

1. How might you use this exercise with other?

Students?
Time permitting: Small Group Discussion

1. What are the strengths of your style? (2 Adjectives)

2. What are the limitations of your style? (2 Adjectives)

3. What style do you find most difficult to work with and why?
4. What do people from the other directions or styles need to know about you so you can work
together effectively?

1. What do you value about the other 3 styles?