Data teamsThe Basics

Trent Sherman Trey Arvon Samantha VeightsPrincipal Asst. Principal Teacher

Martinsburg High School

Objectives

Teams: What are the roles? Trent Sherman

Data: What do we have? Trey Arvon

Data Team Process: How do we use what we have?

Samantha Veights

Agenda

12:30 – 12:40 Introductions 12:40 Teams: Building a dynasty! 1:05 Data: Crunching the numbers! 1:25 Break 1:40 Data Team Process 2:30 Once Upon A Time: Excellence

in Assessment 3:15 Motivation

“A Professional Learning Community is what we are… Data Teams is what we do!”

Pages 2-3

The Big Picture Process

Examine Expectatio

ns CurriculumMap

Common PostAssessment

Acuity

Post Assessment

As Pre-Assessment

5 Step Data Team

ProcessInstruction

Give Common Post

AssessmentAcuity

Score & Compile

Review & Revise Goals

Start Over

Pg. 8

Which comes first?

The Data

The Team

Which do you feel is the most important?

Team Data

Data Teams

Great teams don’t develop overnight.

Teams - Expectations or Norms

Norms & Expectations

Be on timeBe preparedParticipateRespect others opinionsHave an agenda

Data Teams have

a common focus or common

standard, a common formative assessment, and a common scoring

guide.

Data Team meetings must be scheduled.

What do you need?

Instructional calendar Data Curriculum Map The Process

Roles

Captain or Leader Secretary Time Keeper Data Technician or Data Wall Curator

Pg. 157

What do you discuss?

What effects student performance? 5 minutes – List it.

Which of these can you control? Two columns

We can impact.We have no

control.

Data

A Hard Fact: The Importanceof a Results Orientation

• The key to the effectiveness of organizations isthe degree to which it uses evidence to drivedecision-making.

• Professional Learning Communities are hungryfor evidence of results - tangible proof studentsare acquiring the intended knowledge, skills,and dispositions. Members of PLCs use thatevidence to inform their practice and drive thecontinuous improvement process of their teamand their school.

Rick Dufour

Converting a Hard Factinto a Half-Truth

• Schools need to be more data driven

• In fact, schools have never suffered from a lack of data. Data will never improve schools or the individuals within them unless data are used to inform individual and collective practice.

Rick Dufour

What data do we have?30000 foot data

Westest IIACT/SAT

15000 foot dataExams

10000 foot dataAcuity

1 foot dataQuiz, exit slip, short com.

Assess.

Effect Data vs Cause Data

Effect: Student achievement results from various measurements.

Cause Data: Information based on actions of the adults.

Pg. 30

3-4 Minutes

What CURRENT effect data (student achievement) sources are you currently using in your school?

What CURRENT CAUSE data (adult actions) sources are you currently using in your school?

Pg 157

Doug Reeves

“Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices.”Reeves,

2006

Assessment

Summative Assessment▪ Assessment of learning

Formative Assessment▪ Assessment for learning

Common Formative Assessments

STAR Acuity Data Team must formulate

Why Common Assessments?

• Efficiency - by sharing the load, teachers save time.

• Fairness - promotes common goals, similar pacing, andconsistent standards for assessing student proficiency

• Effective monitoring - provides timely evidence of whether theguaranteed and viable curriculum is being taught and learned

• Informs individual teacher practice - provides teachers with abasis of comparison regarding the achievement of their studentsso they can see strengths and weaknesses of their teaching

• Team capacity - collaborative teacher teams are able to identify

and address problem areas in their program

• Collective response - helps teams and the school createtimely, systematic interventions for students

Total Nonsense

We don’t have time to assess our students because we are too busy teaching them. We must cover too much content in too little time, so we can’t assess students more frequently because we can’t afford the loss of instructional time.

Rick Dufour

Hard Facts

• Frequent and timely monitoring of studentlearning is an essential part of effectiveteaching.• Good teachers are assessing all the time.• Students and teachers benefit if periodicallyformative assessments are created by acollaborative team of teachers (rather than anindividual) and given to all the students forwhom that team is responsible.

Rick Dufour

The Data Team Process

Pg 40

Pair Activity: What do you already know?

Did you meet your goal? Do you continue with the curriculum

or spend time on measurement? Why?

If you were to spend more time on measurement, what additional data/information would you want to know to enhance your instruction?

What might be a better goal to have besides looking at a class average of 80%

The Data Team Process

Pg 40

Step 1: Collect and Chart Data

Where does the data come from??

ACUITY BENCHMARK ASSESSMENTS Math, English, Social Studies, Science

PRE-ASSESSMENTS Same as Post-Assessment

COMMON FORMATIVE ASSESSMENTS Bell Ringers, Short Quizzes, Worksheets,

Homework, Class Activities, etc.

Common Formative Assessment

We use Common Formative Assessments to: Give timely and specific feedback to

students

Improve professional practice

Identify student educational needs

Evaluate teaching

Formative vs. Summative

FormativeSummative

What do we collect?

Step 2: Analyze Strengths & Obstacles

Proficient Far to goClose to Proficient In need

Ask the right questions.

We don’t want your opinion; what does the data say?

Why did the students not achieve proficiency? Where were the errors? What were the errors? Are there common errors? Is there a trend? What is preventing these students from being

proficient? Are there misconceptions about concepts or

skills?

Ask the right questions.

Use the answers to these and other questions to develop a …

SMART GoalSpecific

MeasurableAttainable

ResultsTimely

Step 3

Establish goals: set, review, revise

Establish goals for different students Honors vs. Academic vs. Inclusion Proficient vs. Close to Proficient vs. Far to

go vs. In need

SMART Goal

Specific: What will the goal accomplish? How and why will it be accomplished?

Measurable: How will you measure whether or not the goal has been reached?

Achievable: Is it possible? Have others done it successfully? Will meeting the goal challenge you without defeating you?

Results: What is the reason, purpose, or benefit of accomplishing the goal?

Timely: What is the established completion date and does that completion date create a practical sense of urgency?

SMART Goal

Talk about individual students. Who can we move to the next tier? Who are the students who are

urgent? Revisit your goals

1 2 3 4 5 6 7 8 9 10111213141516171819202122230%

10%20%30%40%50%60%70%80%90%

Algebra II Common Assessment vs Preassessment

Question Number

Perc

ent

Corr

ect

SMART Goal

Broad Goal: I want at least 85% of my students to score proficient on the measurement test

SMART Goal

Specific: I will implement collaborative group work in my classroom

Measurable: I will measure their progress through weekly mini quizzes, homework examples, and bell ringers.

Attainable: I will research best practices and find relevant hands on activities.

Results: Having at lest 85% of my students score proficient will greatly improve their chances of scoring well on the measurement section of the state test

Timely: I will have at least 85% of my students score proficient on the measurement test by __________

SMART Goal

SMART Goal: I will research best practices and find relevant hands on activities that can be implement through collaborative group work in my classroom, while monitoring their progress through mini quizzes, homework, and bell ringers in order to have at least 85% of my students score proficient on the measurement test by ________ so that they may be adequately prepared for the measurement section on the state test.

Step 4: Select Instructional Strategies

Arguably the most important of the 6 steps because it leads to student learning

Strategies are the actions teachers can take for student development

Marzano’s 9 InstructionalStrategies

1. Similarities and Differences

The ability to break a concept into similar and dissimilar characteristics allows students to understand/solve complex problems in a more simple way

Venn Diagram Flow Charts Metaphors Analogies

2. Summarizing and Note Taking Promotes greater comprehension by asking

students to analyze what’s important and put in own words

More notes are better than fewer BUT verbatim note taking is ineffective because it does not allow time to process information

Guided notes Interactive student notebook Cornell notes Frayer Models

3. Reinforcing Effort and Providing Recognition

Teacher’s responsibility to show the connection between student effort and student achievement

Have students make individual goals Have student track their own

progress Have individual conferences with

students

4. Homework and Practice

Recommended amount of homework varies between grade levels and subject material

Establish homework policies Try to give feedback on homework Always review homework in class

5. Nonlinguistic Representatives

Students are multi-learners … reach them on all levels!

Incorporate words and images Use physical models and movements

to represent information

6. Cooperative Learning

Positive effort on overall learning

Large vs. small groups Interests vs. abilities Always have individual AND group

accountability

7. Setting Objective and Provide Feedback

Objectives provide direction of learning

Post objectives and goals so students are aware

Keep feedback timely and specific (corrective in nature)

Rubrics

8. Generating and Test Hypotheses

Have students explain their hypotheses and conclusions

What would happen if …. ? What do you think? Projects/Labs

9. Cues, Questions, Advance Organizers

Pause after asking a question Challenging questions Differentiate instruction

Step 5: Determine Results Indicators

If this works what should we see on our post assessment?

What should our students be able to do?

What should we seeour students doing?

Result Indicators

If we use this strategy/activity ….. Then we can expect _____this______ from our students

Observing students more involved than usual

Data Teams 56

Step 6 Monitor

Administer Post-Test and analyze/compare results

Report results to principal

What if the results weren’t what we were looking for? What if we didn’t reach our goal?

What should we still focus on? How do we do that?

Reteach/Remidiation Bell Ringers Homework

Data Wall

Activity-Rate your Data Team

Scale of 1 to 5 Sticky Note 1 = lowest 5 = Highest

Epilogue“Once Upon a Time:

A Tale of Excellence in Assessment”By: Rick DuFour

Epilogue“Once Upon a Time:

A Tale of Excellence in Assessment”By: Rick DuFour

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 1

61

Collaborative culture Teachers work together to help all students

learn “Essential learning” – curriculum stressed only

10 key concepts each semester Created curriculum pacing guide Made an assessment calendar Developed pre-assessments Developed common assessments with rubrics

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 1• Team studied results from state assessment

• Reviewed a correlation with their common assessment and state assessment

• If students are successful on common assessments then they will be successful on state assessments

• Identify weaknesses on common assessments

62Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 1• Share instructional and assessment strategies

• Strive to be better

• Mindset – by identifying effective strategies for areas of need, it will help students achieve at higher levels

“It’s just what we do here.”

63Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 2• Established proficiency scores on assessments

• Shift from a general performance to more skill analysis in order to determine areas of proficiency and non proficiency

• Reviewed components of test and offer ideas for teaching and assessing the concepts and skills

• Discuss prerequisite skill needed to be successful

64Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 2• All teach same essential learning and administer

common assessment on the same day

• Debrief on how they thought the unit was going

• Practiced collectively scoring essays for consistency – set guidelines for scoring

“His colleagues were supportive”

65Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 3• Created rubrics and taught them to the students

• Checking for understanding on an ongoing basis

• Question, dialogue, clarify thoughts

• Goal setting for students

• Provide specific feedback

• Teachers shared scores – open and transparent

66Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 3• Shared strategies and techniques

• Reviewed student performance

• Engage in lively dialogue about strategies for teaching concepts more effectively

“Teachers were extremely open with their results.”

67Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 4• Celebrate successes

• Implement improvement strategies

• There will always be the lowest 10% items – attack them – mindset of continuous improvement

• Provide feedback and allow students to redo until they reach achievement

68Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 4• Provide time and support for learning during the

day

• Clear expectation that all students can demonstrate they have learned the essential skills

• Steps:-work in teams-develop common formative assessments-align assessments with state/national assessments 69

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 4• Steps:

-Use results to guide instruction-Identify what skills are needed for success-Regroup students-Provide specific feedback-Give additional opportunities to demonstrate proficiency

• Clear message to students – “They are required to learn rather than invited to learn.”

70Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 5• More efficient time to work collaboratively

together to plan, gather materials and develop assessments

• All students have access to the same curriculum, same assessments of equal rigor, evaluate uniformly

• Self evaluative of one’s own strengths and weaknesses

71Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 5• Shift in mindset…assessment enhances learning

• Shift in mindset…there are school cultures and structures that are more effective for helping students learn

• Willingness to change the assumption and practices that have characterized public education for years

• Assessment can help build a collaborative culture

72Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

A Tale of Excellence….Group 5• “All kids can learn”

• Schools can be a place where even the adults could learn

“Assessment can fuel continuous improvement and serve as the driving engine for transforming a school.”

73Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401