Data Team Process – How do you begin?

Step 1: Examine effect data to identify strengths and weaknesses

Strengths Weaknesses

Ideas in logical order Poor mechanics/conventions

Some supporting detail Abundant spelling errors

Step 2: Consider cause data to identify possibilities

Data Team Process – Now what?

Step 1: Examine effect data to identify strengths and weaknesses

Strengths What causes do they infer?

Ideas in logical order Students planned for writing.Students used graphic organizers.

Some supporting detail Students were required to write 5 to 8 sentences.

What are the possibilities?

Weaknesses What causes do they infer?

Poor mechanics/conventions Students did not revise work.

Abundant spelling errors Students did not complete the writing process – rough draft only.

What are the possibilities?

What is the cause data?

• It is NOT the effect data.– proficiency on narrative writing assessment

• Cause data measures what teachers do.– # of minutes of daily writing required– Quality of DIRECT writing instruction– # of times per week students receive specific

CORRECTIVE/DESCRIPTIVE feedback on their writing– Ways students receive feedback?– Graphic organizers used

Effect Data Cause Data

Standardized Test Scores What did you (the teacher or specialist) do? What did you not do?

Local Assessment Scores % of time you tried “x”

End of Unit Tests or End of Course Tests # of times you did “y”

Samples of Student Work The quality of “x” and/or the quality of “y”

Observations of Student Peformances or Interactions

Step 3: Select specific instructional strategies

Data Team Process – Just good teaching?

Step 2: Consider cause data to identify possibilities

Step 1: Examine effect data to identify strengths and weaknesses

Example Instructional Strategies

• I will model the peer editing process at least twice a week for 10-15 minutes.

• I will use non-linguistic representations or graphic organizers one to two times per week.

• Students scoring well below standard will attend at least one thirty-minute focused intervention session (outside of class).

Step 3: Select specific instructional strategies

Data Team Process–What do you look for now?

Step 2: Consider cause data to identify possibilities

Step 1: Examine effect data to identify strengths and weaknesses

Step 4: Determine results indicators and look fors

Example Results Indicators…

A 50% reduction in grammar errors in graded assignments.

Attendance at focused intervention sessions.

Example Look Fors….

Students MORE engaged in the peer editing process

More FOCUSED conversations/questions during peer editing

Working in data teams isjust good teaching.

It involves examining both effect data and cause data.

It involves considering strengths and weaknesses.

It involves experimenting with instructional strategies.

Collaborative Data Team Members will….

• Examine student effect data• Consider relevant cause data• Select instructional strategy and experiment• Analyze, reflect upon, and share the results