Data Teams. Data Teams in Action Medical/Education connections Double Entry Journal MVP – Most Valuable Point Explain one MVP with a partner and then

Data Teams

Data Teams in ActionMedical/Education connections

• Double Entry Journal

• MVP – Most Valuable Point

• Explain one MVP with a partner and then as a group

Looking into the Future • Your role as Leaders in a data-driven

school

• The teacher’s role in a data-driven school

• The student’s role in a data-driven school

• The parent’s role in a data-driven school

Data Teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all.

Data Teams have a

common focus or common standard, a

common formative

assessment, and a common scoring guide.

4

Data Teams are small, grade-level, department, course-alike, or organizational teams that examine work generated from a

common formative assessment.

Data Teams meetings are collaborative,

structured, scheduled

meetings that focus on the

effectiveness of teaching and

learning.

One Minute Assessment #1• Reflect on the three definitions of data

teams. Which component of data teams do you think will stretch you the most as a leader? Which do you think will stretch your teachers?

Data Team Actions

“Data Teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that results in action.”

S. White, 2005

`

We are a Professional Learning Community.We do Data Teams.

Four Critical Questions that Guide a PLC

1. What are students supposed to know and be able to do? 2. How do we know when our students have learned?

3. How de we respond when students haven't learned?

4. How do we respond when students already know the content?

PRIORITY STANDARDS

COMMON FORMATIVE ASSESSMENTS

INTERVENTION/DIFFERENTIATION

EXTENSION/DIFFERENTIATION

Learning Targets• I can select relevant data to track progress

toward increased achievement

• I can interpret data to reveal strengths and targeted areas for growth

• I can relate the impact of adult actions to the learning of students

• I can actively participate to keep our learning moving forward

• ???

The Data Teams Process

8-9

Inquiry and

Treasure Hunt

Analyze to prioritize

Set SMART goals

Select strategies

Determine results

indicators

Monitor and evaluate results

Decision-Making for Results

Data TeamTestimonials

12

Part TwoBuilding the Foundation:Standards,

Assessment, Data

One Minute Assessment #2• Construct a metaphor or an analogy

that connects standards, assessments, results, and instruction.

Developing aData Mind-Set

15

Data Teams focus only on Priority Standards.

Readiness

EnduranceLeverage

PriorityStandards

17

“Unwrapping” allows you to get to what’s most important.

First priority reading standard on p. 18

Unwrapping Standards• Understand and apply knowledge of

the complementary nature of structure and function and the commonalities among organisms.

• Utilize interactive literacy and social skills to establish personal, family, and community health goals.

Assessments

A brief review of key ideas…

25

Benefits of Formative Assessments

ClarifyLearning

Intentions

ElicitEvidence

of Learning

PromoteFeedback

Encourage Learners

to Own Their

Learning

Formative

What students should know

How instruction needs to be

adjusted

How to improve student

skills

Assessment FOR learning

Summative

After instruction

occurs

Used when determining

grades

Various audiences for the data

Assessment OF learning

Remember…

It isn’t the method that determines whether the assessment is summative or formative,

it is how the results are used.

Pick the right tool for the right job…

“Schools with the greatest

improvements in student

achievement consistently

used common assessments.”

D. Reeves,

2004

Why match a priority learning target with an assessment method?

Assessment Types

21

Remember…• Purposeful assessments not only

measure the impact but also the innovation that cause change in student learning.

• Effective assessment procedures and use of the associated data are fundamental to a school’s continuing achievement and improvement.

Two Types of Data

• Effect Data: Student achievement results from various measurements

• Cause Data: Information based on actions of the adults in the system

What content area is our highest priority?

Which sub-group of students are most in need of improvement?

In what sub-content/skill area(s) do most students need to improve?

What skill set needs additional support or intervention?

Effect Data:% of ELL students

Effect Data: % of 8th grade students scoring proficient or advanced on the state reading assessment

Effect Data:% of ELL students who will likely be proficient in literary response

Effect Data Source:% of students who will need extensive support in literary response

Drilling Down with Effect Data32-33





District/school response:

Activity: Drilling Down with Effect Data








Adult action: Number of meetings held for the purpose of making student achievement decisions with relevant, timely data.

Adult action: Percentage of instructional time focused on the high-priority content area.

Adult action: Frequency of team meetings focused on differentiated learning/instructional groups for specific concepts and skills.

Adult action: Number of effective teaching strategies implemented to support specific concepts and skills.

Drilling Down with Cause Data34-35





Adult action:

Adult action:

Adult action:

Adult action:

Activity: Drilling Down with Cause Data

Application of Antecedents of Excellence

Res

ult

s In

dic

ato

rs

High results, high understanding

Replication of success likely

LosingLow results, low understanding

Replication of mistakes likely

LearningLow results, high understanding

Replication of mistakes unlikely

High results, low understanding

Replication of success unlikely

Leadership and Learning Matrix

LeadingLucky

Cause DataEff

ect

Dat

a

Part ThreeThe Data

TeamMeeting

Now, experience the Data Team process…

107

Step 1 - Collect and Chart data

• Review the data team rubric on p. 109

• Evaluate the team (based on the rubric) with regard to how data was collected and charted

• DMPS application – role of technology in collecting and charting data

Check for Understanding

1. Process followed by a Leadership Team

2. Process requiring collaboration

3. Begins with a few driving questions about achievement in the school

4. Examines the impact of teacher actions on student learning

5. Can be an agenda item during part of a longer meeting

6. Replaces PLCs in your building

7. Requires the monitoring of broad/varied set of data points

8. Requires participants to go out and find relevant data

9. Requires participants to examine data from a specific student task

DMR DATA TEAMS BOTH NEITHER

Step 2 – Analyze/Prioritize


• Evaluate the team (based on the rubric) with regard to how data was analyzed and prioritized

• DMPS application – realistic challenges with analysis and assessment design

Step 3 – Set Goals


• Evaluate the team (based on the rubric) with regard to how goals were set

• DMPS application – goal setting and student motivation

Step 4 – Select Strategies• Review the data team rubric on p. 122

• Evaluate the team (based on the rubric) with regard to how strategies were selected

• DMPS application – resources and support structure

Step 5 – Results Indicators• Review the data team rubric on p. 127

• Evaluate the team (based on the rubric) with regard to how results indicators were established

• DMPS application – “support” and “pressure” in equal doses

Step 6 – Monitor/Eval. Results• Review the data team rubric on p. 130

• Evaluate the team (based on the rubric) with regard to how results indicators were established

• DMPS application – “support” and “pressure” in equal doses

Culminating Evaluation• Data Team functioning as a PLC

• Use rubrics from pages 132-135 to evaluate the degree to which these educators function as a team.

Weed the garden!

One Minute Assessment #3• What tools do your teachers have to

do the Data Teams job right now?

Some challenges• Independent Contractor

• The Crow

• Eddie Haskell

• The Magpie

• The Multi-Tasker

• The Pendulum

• The Deflater

• The Procrastinator

• The Collector (admin)

Some solutions???• Independent Contractor

• The Crow

• Eddie Haskell

• The Magpie

• The Multi-Tasker

• The Pendulum

• The Deflater

• The Procrastinator

• The Collector (admin)

Synthesis Statement

Consider your three responses to the 1-minute assessments

Create a synthesis statement that ties these three observations into a unique, personal observation on the use of data and the data teams process

Share around your table

Implementation

What it means to be “doing data teams”

http://campaigns.realpage.com/realworld/files/2011/04/implementation.jpg

School Culture and Leadership

• Transparency

• Inspiration

• Pay attention to cause and effect data

• Be data-informed yourself

• Learn this by doing this

Cause FactorsEff

ects

High results, high understanding

Replication of success likely

LosingLow results, low understanding

Replication of mistakes likely

LearningLow results, high understanding

Replication of mistakes unlikely

High results, low understanding

Replication of success unlikely

Leadership and Learning Matrix

LeadingLucky

Learning Targets• I can select relevant data to track progress

toward increased achievement

• I can interpret data to reveal strengths and targeted areas for growth

• I can relate the impact of adult actions to the learning of students

• I can actively participate to keep our learning moving forward

• ???

Decision Making for ResultsData Teams

Des Moines Public SchoolsAugust 1-2, 2011

Documents

Data Teams. Data Teams in Action Medical/Education connections Double Entry Journal MVP – Most Valuable Point Explain one MVP with a partner and then