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Outcomes Driven Model - Step 1                 Examining Data:    Are there students who may need support? How many student may need support? 

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Outcomes Driven Model - Step 1                 Examining Data:    Are there students who may need support? How many student may need support? 

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1. Describing Data (Grade Level Data):  “What do you see?” ODM Step 2: Are we reasonably confident in our data overall?

In rounds, participants offer statements about the data, avoiding judgements and interpretations, using directionality words like, “On page 1, in the third column, I notice that…”

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1. Interpreting Data (Grade LEvel Data):  “What wonderings do you have about the data?  What does the data suggest?”

ODM Step 3: At what grade levels and/or in what areas may support be needed?  What are our system-wide goals?  What are our system-wide plan for support?

Participants offer, “I wonder statements.  The data suggest that…”  These statements can  be charted on flip chart paper on the left side of a T-chart.

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By February 2022, _50_% (an increase of 10__% from BOY) will meet the benchmark for _______NWF________________________ through the effective implementation of  ______double dose of Fundations__________________ , as demonstrated by student’s ability ________________________________.

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Academic Language Function Toolkit.pdf: ELD Professional Development Common Core

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4. Implications for work regarding strengthening school culture / climate and the instructional core:

“What are the implications of this work for school culture / climate and the instructional core?”

Based on the group’s observations and interpretations, discuss any implications this work might have for school culture or instruction.  In particular, consider the following questions:

1. What steps could be taken next?

2. What strategies might be most effective?

3. What kinds of new systems or structures might directly address areas that the data is suggesting the school community should focus on?

4. What does this conversation make you think about in terms of your own practice or

role as a teacher, guidance counselor, school leader, student, parent, or CBO

representative?

1. What are the implications for teaching and learning in general?

2. What are the implications for equity?

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8. Reflecting on the Data Mining Protocol:

1. What did you learn from listening to your group members that was interesting or surprising?

2. What new perspectives did your group members provide?

3. How can you make use of your group members’ perspectives?

4. How well did the process work?

5. What about the process helped you to see and learn interesting or surprising things?

6. How can we improve the process of examining data?

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D24  ELL Liaison Breakout Room (K-2) Padlet Nov. 2021 Session 2

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The percentage below in PSF is 32% and NWF is 30%
We can focus on phonemic awareness and phonics