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This creates a readiness to examine and discuss the data.

Hear all assumptions and ideas as, “building blocks for new learning”

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I assume…

I predict…

I wonder…

My questions/expectations might be influenced by…

Some possibilities for learning that this data may present…

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Note - only the fact that you can observe

No - conjectures, explanations, conclusions

Make - statements about quantities, presence of certain, specific information and or numerical relationships

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I observe that…

Some patterns I notice are…

I wonder…

I am (not) surprised to see…

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Contextual data, publicly available

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When you engage with the actual data and note only the facts that you can observe.

Conjectures, explanations, conclusions and inferences are off-limits.

Make statements about quantities, the presence of certain specific information and/or numerical relationships between ideas. For example:

Over 40% of the students achieved below standard in Spatial Sense

Compared to last year’s data, the % of students performing at the provincial standard level in Grade 9 math has increased by 3%

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Explore the publicly released data for our schools, using some of the prompts given earlier.

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What are some things you can concretely observed considering the data in front of you?

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Generate multiple explanations for your observations

ID additional data that is required

Propose solutions & reponses

ID Data needed to monitor and implement solution

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I believe the data suggests... because...

Additional data that would help me verify/confirm my explanations is...

Appropriate solutions/responses that address the needs implied in the data are...

Data that would help guide the implementation of the solutions/responses and determine if they are working are...

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When proposing solution and responses we MUST ask:

Who is likely to benefit? Who might not?

Who might feel included or excluded?

How might students be impacted?

How will I know if I need to intervene?

What adjustments could I make?

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