Commentary #3 by Matt Goodwine https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx en-us 2022-06-06 23:24:50 UTC 2025-12-09 16:16:02 UTC hello@padlet.com Implementing Data Wise mgoodwine1 https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212760980 I found the Ronka (2007) reading to provide a lot of great insight into the work and collaboration that occurs among the data team members that are in the process of implementing the Data Wise Improvement Process, along with different ideas of hot to get teachers to accept it. One idea that stood out to me was depersonalizing the assessment data in order to help teachers view it as a tool for feedback rather than a reflection of their performance. Additionally, I believe that by depersonalizing data will benefit the PLCs development of a shared responsibility for improving the learning of all students.]]> 2022-06-06 23:26:12 UTC https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212760980 Enrichment mgoodwine1 https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212761261 Another thing that stood out to me within the DuFour (2015) article, was how PLCs use the data generated from common formative assessments to identify which students are proficient in the material that is being taught and/or studied. This really stood out to me because whenever I think about assessment data, I tend to focus on which students are struggling and would benefit from more supports while neglecting to think about the students that are proficient and how to improve their learning even more. Identifying which students typically demonstrate advanced proficiency allows for PLCs to plan extension activities for each unit as well as create accelerated learning groups with their peers, which tends to improve learning (DuFour, 2015).]]> 2022-06-06 23:26:35 UTC https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212761261 Common Assessments mgoodwine1 https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212761517 One of the main ideas within the DuFour (2015) the development of common formative assessments and the specific ways in which PLCs use that data that is generated by them. Such as identifying which students are struggling and proficient, planning interventions or extension exercises to improve student learning, and identify ways in which they can provide students with more effective, grade-level instruction. The collaboration among PLC members in the development of common formative assessments and the decision-making process based the data that they generate can help foster a shared responsibility among the group members, which is one of the recommendations that Ronka (2007) provides to aid in the smooth implementation of the Data Wise Improvement Process.]]> 2022-06-06 23:27:01 UTC https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212761517 References mgoodwine1 https://padlet.com/mgoodwine1/mnkpjl4t9w4nyngx/wish/2212761761 DuFour, R. (2015). How PLCs do data right. Educational Leadership, 73(3), 22-26. 
Ronka, D.P. (2007). Organizing for collaborative work: Pond Cove Elementary School lays the groundwork. In K.P. Boudett & J. Steele (Eds.), Data wise in action (pp. 11-28). Cambridge, MA: Harvard Education Press. 
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