Exploring the data
After crafting exploring data related to your CCMR problem of practice, you will craft a question that will drive your cycle of inquiry and collecting data related to the CCMR problem of practice in your district. Ideally, the question(s) you generate will be grounded in evidence, will be related to actionable issues (i.e., issues that are within the district’s control and can be improved over time), will be connected to the district’s strategic plan(s) or board goals, and will significantly improve your students' preparation for postsecondary opportunities. After you collect data related to that question, the next task is to analyze that data. It is important to note that these steps may be cyclical rather than linear in practice. During the data analysis process, teams will often discover that they have questions that will require additional data collection.
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Team members review the data, look for patterns, and describe what they notice. During this noticing stage, it is important to stick to statements of fact that can be observed in the data.
Team members ask questions about the data as they collectively make sense of the data (wondering stage). These questions may lead to potential interpretations of the data, explore limitations of the data, or reveal suggest that the team needs to collect additional data.
Team members discuss implications of the data, brainstorm potential strategies to test out, and outline next steps that emerged from the conversation. Next steps should be actionable items that educators can address or influence directly.
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After the initial exploration of the data, the your team might want to dig digger to delve into the root causes for issues that emergedyour CCMR problem of practice. Two protocols that could be particularly helpful with root cause analysis are:
5 FIve whys for inquiry protocol, developed by the School Reform Initiative, that could be used . You might use this protocol together with related guidance that includes a template and an everyday example.
Fishbone protocol, developed by the High Tech High Graduate School of Education used by Denver Public Schools. A continuous improvement toolkit, created by the Regional Education Laboratory Northeast and Islands, contains additional tools and information related to fishbone diagrams (pp. II-14 - II-24) that might be helpful for your team.
View In the video below, view an example of a school that used a fishbone diagram to identify root causes. Reference the completed diagram they created and use the template to create your own diagram.
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Related resources
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Data for equity protocol developed by the High Tech High Graduate School of Education
Introductory Data Wise course, a free, online, self-paced course offered by HarvardX
The School Reform Initiative (SRI) website houses protocols that can be used for many purposes. Other SRI protocols to consider for data analysis include:
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