Fort Osage Data Collaboration Process

Pilot Team TrainingJanuary 7, 2010

Fort OsageData Collaboration ProcessYou cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.Michael FullanGoals for Todays TrainingFamiliarize all team members with the steps in the data review processReview and reflect upon the characteristics of effective team members and team processIdentify strategies to assist students with different learning needs in reaching achievement goalsPractice developing instructional plans based upon student assessment dataLeadership and Learning MatrixLucky

High results, low understanding of antecedents

Replication of success unlikely

Leading

High results, high understanding of antecedents

Replication of success likelyLosing Ground

Low results, low understanding of antecedents

Replication of failure likely

Learning

Low results, high understanding of antecedents

Replication of mistakes unlikelyData Collaboration Cycle

Team Timeline and Roles

Responsibilities of Team MembersCurrent Understanding and SkillImproved Understanding and SkillLearning GapCollective InquiryDefensive RoutinesPerceived ThreatDelay for LearningAdapted from The Fifth Discipline by Peter Senge

Dear Groupie Help Me Fix My Team!Im struggling with a member on our team. Sue wont participate in our dialogue unless pressured by her colleagues. She acts completely bored and wont contribute. Help!-Frustrated in Fort MyersDear Groupie Help Me Fix My Team!When it comes to setting goals or determining instructional strategies, John refuses to listen to others and accept their input. He responds negatively and insists that his way is the only way to get results. Our meeting stress level is sky high help!-Stressed in Seattle

Dear Groupie Help Me Fix My Team!Help our ears are burning! Linda is a knowledgeable and experienced teacher. She has great ideas and is always eager to contribute; however, thats the problem. She tends to control the dialogue and this is causing other members of the team to become complacent and disengaged. We value her input and dont want to shut her down, yet its hurting the effectiveness of our team. What do we do?-Earful in El Paso

Identifying standardsStep 1: --The team will have no pre-assessment data to analyze, so district curriculum maps and state assessment data should be used to determine the learning targets/standards to focus on during the unit.--Keep the targets/standards to a minimum2 to 3. Unwrapping the standards/targetsWhy unwrap the standards?Focuses development of units/lessons/assessments

Unwrapping the Standards Activitypg. 17-20

Fort osage Achievement levels Advanced100-94

Proficient93-77

Basic76-63

Below Basic62-belowPre- and post-assessmentsEvaluate the post assessmenton topic and on target (DOK)Working backwards from the post-assessment (DCA) to develop pre-test itemsPre-test should be short and sufficient enough to get a grasp of students current knowledge and skill with the unit standards/targets

Step 1: Collect and Chart DataQuality disaggregation is a process that allows you to see the parts in a system. Through disaggregation you can determine the strengths and needs of your students. By disaggregating data, you are able to make informed instructional decisions and monitor the results.

Step 1: Collect and Chart DataPrior to the Unit Planning MeetingTeachers will:Decide on pre-test and scoring guideAdminister and score the pre-test using the common scoring guide Disaggregate the data by achievement levelsSubmit disaggregated data to data team leader by agreed upon dateStep 1: Collect and Chart DataPrior to Unit Planning Meeting Data Technician will: Enter submitted data in table and calculate team totals and percentsStep 1: Collect and Chart DataBring to Unit Planning Meeting:Student Pre-Assessment papers arranged in order from advanced to below basicIdeas about students who are advanced and proficient (strengths)Ideas about students who are not proficient (obstacles, misconceptions)

Step 2: Analyze Strengths and ObstaclesDuring Unit Planning Meeting:Examine student work that is advanced and proficient. Consider:StrengthsConsistent SkillsAnything that stands out

Step 2: Analyze Strengths and ObstaclesDuring Unit Planning Meeting:Examine student work that is not proficient. Consider:WeaknessesInconsistent SkillsTrends, patterns, of failure to apply certain skillsMisconceptions about problem-solving processesIssues related to certain subgroupsStudents consistently rated not proficientStep 3: Set, Review, and Revise Incremental SMART GoalsSpecific target area is establishedMeasureable area of need is established and assessment to be used is identifiedAchievable gains in student learning are determined based on the consideration of current performance of all students Relevant goals address the needs of students Time frame established for learning to occur, and for the subsequent administration of the assessmentStep 4: Identify Instructional Strategies to Meet Student NeedsReview the work of students at different achievement levels to determine their specific learning needsIdentify ways to differentiate to meet individual and small group needsOutline information on the Data Collaboration Plan FormDifferentiation StrategiesReadinessInterestLearning ProfileContentVaried readability of materialsFront-loading vocabularyTargeted small group instructionRange of materials that apply content to real-world situationsPresentations designed to link into students interestsVaried teaching modes (visual, verbal, practical, etc)Video or audio notes for those who learn better with repetitionProcessTiered activitiesLearning contractsVaried homework assignmentsRAFT optionsExpert groupsIndependent studiesInterest centersJigsaw activitiesChoice of working conditions (alone/group)RAFT optionsBlogs to share ideasProductPersonal goal settingVaried resource optionsSamples of good work at varied levels of complexityUse student interests to design productsDesign a Day optionsUse of technology for student expressionVaried formats for expressing key contentVaried working arrangementsVaried modes of expressing learningFrom C. Tomlinson, Leading & Managing a Differentiated ClassroomStep 5: Determine Adult and Student Look-forsDiscuss as a team what successful implementation looks likeIn regards to student activityIn regards to teacher activityWhat would an outside observer see in your classroom when these strategies are being implemented?