p sizemore data team
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Data Teams:Using Data to Impact
instruction and learning
“The value of data emerges only when analysis provides insights that
direct decisions for students.”S. White Beyond the Numbers,
2005
TESA Too often we focus
only on what students do or don’t do. . .
The reality of TESA (Teacher Expectation = Student Achievement) is true
We achieve what we believe
What affects student achievement?
Teacher qualifications
Teacher behaviors
Professional development
Learning Conditions
Resources
Curriculum alignment
Assessment variety
Collaboration
Support from Administration (Learning Leaders)
Recognize the influence of current attitudes on policy, teaching values and how those attitudes are impacting the learning process
Data is the Key to Success
Data from student work provides teachers with
opportunities to analyze how personal teaching practices affect student learning
Data from carefully analyzed student work allows teachers to monitor each child’s progress, make instructional changes, respond immediately to problems to ensure every child experiences success
Data reviewed in collaboration with other educators allows teachers to replicate practices that are successful, and share that success with other educator at building or district levels
Luck is not a Factor
To produce high results means we must understand the preceding events, factors and causes that affect student achievement
Once we understand these antecedents, we can identify, document, then replicate successful strategies and stop practices that are not productive
Personal Assessment
What teaching strategies have I been trained in that I’m using consistently ?
Reading Apprenticeship! Collins Writing! Elementary Math Lab! Other!
How do these strategies impact my teaching effectiveness?
What do I use every day . . Graphic organizers Vocabulary Word Walls Collins writing. . .and how is it producing success for my students?
Before we meet: Personal Reflection
Behaviors ( Teacher ) How do my classroom rituals facilitate
learning? How do I know that my students know
how to “do school?” Do I have support (Para-pro, TC) in my
classroom? If I have support, do we collaborate on
strategies? Are pull outs by TC’s helping or hindering
achievement? How do existing afterschool tutoring
programs helping my students achieve?
Asking the right questions for
Purpose driven data collection
If I have no data, what do I use as the basis for my instructional decisions? The curriculum
map? The text
books? GLCE/HSCE?
How will I use data to inform my instruction and improve student achievement?
How will I determine what data is the most important to use?
Is what I’m doing helping my students reach their goals?
Michigan GLCE’s & HSCE’s
The content expectations should serve as a guide in the development of appropriate curriculum to meet middle school passing requirements, and provide a foundation for building high school graduation Michigan Merit Curriculum, and the Michigan Merit Examination requirements.
Content expectations should not be viewed as a list of items that must be checked off one by one.
Depth not Volume
Data TeamsIt’s working there. . .Can it work
here?
5 Step Process COLLECT & CHART DATA
ANALYZE STRENGTHS, OBSTACLES, PATTERNS, TRENDS OF PROFICIENT AND NON-PROFICIENT STUDENTS (Limited info-Can’t stay on topic-No stamina in reading, etc)
ESTABLISH GOALS: Set* Review* Review
SELECT INSTRUCTIONAL STRATEGIES, MATERIALS, ASSESSMENT TOOLS
DETERMINE RESULTS INDICATORS (Is is working?)
Our Data Team
What will the Team look like?
Who can meet and when and how (face to face, emails, iChat?)
Where will we keep our information (Google docs, Moodle, flash drives?)
Who will take info back to other members?
How will administrator(s) assist us?
What to expect of
Data TeamsInitial Meeting we will . . .
Set Roles
Establish Norms – set meeting day(s), time, deadlines
Understand the purpose and work involved to be successful
Understand each component of 5-Step Process
Create or select the post/pre-assessment – a common formative assessment
Creating the Team
Identify members – teachers, para-pros, TCs, tutors
Communicate Expectations – values, beliefs, commitments
Form Teams – grade level, subject
Identify leaders, stakeholders
Schedule regular meetings with team & with administration
Display data, graphs
Create communication system Internal (agenda,
minutes, tables charts, graphs)
External (reports to all stakeholders)
Effective Collaboration
Affects Educators
Shared beliefs & definitions about student achievement impact the way I teach
Share inquiry
Study results
Commit to action/strategies
Continuous improvement
Affects Student Achievement
What does success look like
in my school?Teachers Administrators
Common Assessments
Consistency
Agreed upon expectations
Documented in Maps
Identify effective practices
Alignment
Power Standards
GLCE/HSCE
Successful practitioners sharing their strategies in every area – lecture, labs, projects
Roles of Data Team
Recorder
Take Minutes
Distribute information to Data Team Leaders
Colleagues & Administrators
Focus Monitor
Reminds members of tasks , purposes
Refocuses dialogue on processes and agenda items
Diffuses negative directions
Roles of Data Team Members
Timekeeper
Follows time frames allocated on agenda
Keeps members informed of time frames during dialogues
Commitment to Purpose
Team Roles: Data Technician Translate data into
clear, simple graphs
Enter information on charts
Distribute graphs to team and administrators
Provide data forms to members
Set dates for when forms must be returned
Compute grade level percentages and student totals for content assessment
Team Leaders Represents Team, acts as administrative liaisons for the team and Direct the data team process
Promote Dialogue that focuses on data, Cultivates professional relationships
Remain neutral while posing probing questions
Willing and able to effectively address peers, colleagues who are not cooperating with team goals, directives
• Strong communicator who sets agenda for data meetings
• Meets monthly with administrators and other data team leaders
•Challenges assumptions
•Believes in data driven decision making process and are committed to success
•Is a Volunteer/Selected by peers
•Committed to make time to lead
What’s in a meeting?
With Team
Agenda driven
Results from Pre/post-assessment
Strengths & obstacles
Goals
Instructional strategies
Results indicators
With Administrator
Assessment schedules
Intervention needs
Resources
Achievement gaps
Successes & challenges
Monitoring progress
SMART Goals S = Specific
M = Measurable
A = Achieveable
R = Relevant
T = Timely
Cause Data = % of. . .
Student learning goals that are set, reviewed
Teaching strategies that support student learning goals
Homework – completed successfully, turned in
Real-life applications of skills, concepts
Reteaching items from test or quiz
Tell Your Story: Data Display
Display in a Prominent place: Halls, Classrooms, Newsletters
Data – State & District
Strategies – Adult Actions
Analysis – why we’re getting these results
In today’s world of
accountability, data
analysis is essential
to measuring student
progress and ensuring
that gains are being
made.Beyond the Numbers: making
data work for Teachers & School Leaders by Stephen White, 1005
The Leadership & Learning Center
Resources –
Data Teams (2008) Besser, L. Anderson-Davis, D., Peery, A. et al. Lead & Learning Press, Englewood, CO
Beyond the Numbers (2005) White, S. Lead & Learn Press, Englewood, CO.
MEAP Data, State of Michigan
Compiled by Paula Sizemore, IRC, Data Teams PD