DISTRICT DATA TEAMS
LEADERSHIP STRUCTURE FOR IMPROVING STUDENT ACHIEVEMENT
T I M B E R L A N E R E G I O N A L S C H O O L D I S T R I C T
WHY DO WE NEED TO ESTABLISH A STRUCTURE FOR DATA TEAMS? In schools that have made significant
progress in closing the achievement gap, more than three-quarters (77%) of respondents report discussing data with colleagues at least a few times a month, with about one-third (32%) talking about data a few times a week.
Respondents in non-gap closing schools discuss data far less frequently – just about one-half (47%) only discuss data a few times a year
Oberman & Symonds, 2005
WHAT IS DATA-BASED DECISION MAKING?
Data-Based Decision Making is a school improvement and problem solving approach that …
• uses multiple types of data to help describe or define problems
• Matches curriculum and instruction to assessment data
• Targets intervention
• Informs the allocation resources
• Informs professional development
• Builds a culture of inquiry and continuous improvement
3 TYPES OF DATA TEAMS
District Data Teams
Building Data Teams
Instructional
Data Teams
DATA TEAMS
Effective Data Teams… Team Commitment and Culture Structure Protocols Process
INSTRUCTIONAL DATA TEAMS• Teachers from the same grade level or
discipline• Using data to identify student learning
challenges (formative and summative assessments)
• Teachers work together to plan instructional changes that will result in increased learning
SCHOOL- BASED DATA TEAMS• Examine district data in the context of
district goals• Determine what data review, and how often• Determine what research-based practices to
implement• Review students data (effectiveness data)• Review implementation data (adult data)
• Monitor work of instructional data teams
• Provide input on building Professional Development needs
• Create school data walls• Regularly share building results with
the District Data Team
DISTRICT DATA TEAMS• Cross-departmental• Serve a vital role in establishing the
supports and tools necessary for all district stakeholders to use data more effectively
• Promote the problem solving approach to resolve the technical, communication, and practical issues that accompany data use in the classroom, within the data team, across the school, and throughout the district
FIVE KEY FUNCTIONS OF A DISTRICT DATA TEAM#1 VISION AND POLICY MANAGEMENT
Create and articulate the vision
Set and model expectations
Implement and uphold policies for data use in the district
#2 DATA MANAGEMENT
Identify data to be collected
Manage data infrastructure and access
Design meaningful data displays
#3 INQUIRY, ANALYSIS, AND ACTION
Select or develop models for inquiry and data use that will be used district-wide
Model the inquiry process
STANDARDIZED INQUIRY PROCESS
Understand the Issue
Cycle ofInquiry
and Action
Identify an Issue
DiagnosetheCause
PlanAction
Take Action
Evaluate
#4 PROFESSIONAL DEVELOPMENT
Provide training and professional development to support district departments, principals, school data teams, and in teachers in their use of data
Use data to identify professional development needs
#5 MONITORING AND COMMUNICATION Monitor the progress of the district
toward achieving its vision for data use
Establish the lines of communication necessary for the sharing of results and best practices
OUR VISION Vision
The Timberlane Regional School District Administrative Team will engage in systematic data analysis of student learning P-12 to determine trends, celebrate successes and identify needs to ensure that students are college and career ready.
WHAT DO DATA TEAMS NEED?
• Vision
• Schedules for assessments and meetings
• Dedicated meeting time
• Established representative membership
• Established norms and roles (norms of collaboration)
• Common protocols for gathering and analyzing information
• Established processes for conducting meetings and monitoring decisions made (team roles)
• Oversight
ANSWERING THE FOUR IMPORTANT QUESTIONS1. What do we want all students to learn?
2. How will we know if each student is learning each of the essential skills, concepts, and dispositions we have deemed most essential?
3. How will we respond when some of our students do not learn?
4. How will we enrich and extend the learning for students who are already proficient?
WHAT RESULTS ARE WE GETTING?
What are some possible reasons why?
Data-Driven Dialogue
Phase #1 – Predict Phase #2 – Observe Phase #3 – Infer/ Question
HOW WILL THESE TEAMS SUPPORT OUR WORK?
• Timberlane Action Plans/RTI: Tier 2 Instruction, progress monitoring, targeted intervention
• Establishing Universal Screening
• Program implementation
• Implementation of the Common Core Curriculum
• Determining Professional Development needs
• Identifying trends (longitudinal data)
WHERE ARE WE? AVOIDING RANDOM ACTS OF IMPROVEMENT
• Building administrator capacity
• Data mapping
• Identifying Assessment
• Establishment of structured teams (district and school)
• Mission
• Protocols
• Process
• Creating a Data Dashboard