Data Dialogue Template

Session Information

Date: October 15, 2024 Participants: Math Department Team (6 members) Focus Area: Year 10 Mathematics Assessment Results Time Allocated: 30-40 minutes

Roles

Facilitator: Sarah Chen Timekeeper: Michael Brown Presenter: James Wilson Recorder: Lisa Thompson

Pre-Dialogue Setup

Data Overview

Type of Data: Term 3 Assessment Results + Student Survey Time Period: July-September 2024 Context: Post-curriculum modification implementation

Materials Checklist

[x] Data sets organized [x] Visual displays prepared [x] Timer [x] Recording method ready [x] Copies of protocol

1. Data Presentation (5 minutes)

Data Sources

  1. Term 3 Assessment Results (n=150 students)
  2. Student Feedback Survey (85% response rate)
  3. Teacher Observation Notes

Key Facts (No Interpretation)

  • Class average: 72%
  • Completion rate: 95%
  • Survey response rate: 85%
  • Problem-solving section average: 65%
  • Computational skills section average: 78%

Context Notes

  • New problem-solving approach implemented
  • Additional support sessions available
  • Modified assessment format

2. Clarifying Questions (5 minutes)

Questions Asked

  1. How many students attended support sessions?
  2. What was last term’s completion rate?
  3. Were accommodations provided as usual?

Additional Information Needed

  • Previous term’s problem-solving scores
  • Support session attendance data
  • Specific question completion rates

3. Observations (10 minutes)

Patterns Noticed

  • Higher completion rate than previous assessments
  • Lower scores in problem-solving section
  • Strong performance in computational skills
  • Mixed feedback on new approach

Notable Points

  • Significant variation between classes
  • High engagement in support sessions
  • Improved scores for previously struggling students

Surprising Elements

  • Large gap between computation and problem-solving
  • Higher completion rate despite complexity
  • Positive feedback on group work

Missing Information

  • Individual question analysis
  • Comparison with previous cohorts
  • Student interview data

4. Interpretation (10 minutes)

Key Insights

  1. New approach showing mixed results
  2. Strong basic skills not translating to problem-solving
  3. Support sessions appear effective for attendees

Potential Factors

  • Implementation consistency across classes
  • Student familiarity with new approach
  • Time management in assessment
  • Support session accessibility

Assumptions to Test

  • Connection between support and performance
  • Impact of new teaching approach
  • Effect of assessment format changes

Additional Data Needed

  • Detailed question-by-question analysis
  • Student interviews about problem-solving
  • Teacher implementation surveys

5. Implications (5 minutes)

Action Items

| Action | Timeline | Responsible | Resources Needed | |——–|———-|————-|——————| | Create problem-solving guide | 2 weeks | Sarah/James | Example problems | | Analyze support session data | 1 week | Michael | Attendance records | | Student focus groups | 3 weeks | Lisa | Interview protocol |

Next Steps

  1. Schedule student focus groups
  2. Review problem-solving instruction
  3. Modify support session structure

Follow-up Data Needs

  • Student focus group responses
  • Individual question analysis
  • Support session effectiveness data

Notes and Reflections

Need to consider differentiation strategies Consider peer tutoring program Review assessment format

Next Meeting

Date: October 29, 2024 Focus: Review of implementation changes Data to Prepare: Focus group results, support session analysis