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