Data teams

1. The Basics Data teams Trent Sherman Trey Arvon Samantha Veights Principal Asst. Principal Teacher Martinsburg High School

2. 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

3. 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

4. “A Professional Learning Community is what we are… Data Teams is what we do!” Pages 2-3

5. The Big Picture Process Pg. 8

6. Which comes first? • The Data • The Team

7. Which do you feel is the most important? TeamData

8. Data Teams • Great teams don’t develop overnight.

10. Teams - Expectations or Norms

11. Norms & Expectations Be on time Be prepared Participate Respect others opinions Have an agenda

12. Data Teams have a common focus or common standard, a common formative assessment, and a common scoring guide.

13. Data Team meetings must be scheduled.

14. What do you need? • Instructional calendar • Data • Curriculum Map • The Process

15. Roles • Captain or Leader • Secretary • Time Keeper • Data Technician or Data Wall Curator Pg. 157

16. 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.

17. Data

18. A Hard Fact: The Importanceof a Results Orientation • The key to the effectiveness of organizations is the degree to which it uses evidence to drive decision-making. • Professional Learning Communities are hungry for evidence of results - tangible proof students are acquiring the intended knowledge, skills, and dispositions. Members of PLCs use that evidence to inform their practice and drive the continuous improvement process of their team and their school. Rick Dufour

19. 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

20. What data do we have?

21. Effect Data vs Cause Data • Effect: Student achievement results from various measurements. • Cause Data: Information based on actions of the adults. • Pg. 30

22. 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

23. Doug Reeves “Only by evaluating both causesand 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

24. Assessment • Summative Assessment • Assessment of learning • Formative Assessment • Assessment for learning

25. Common Formative Assessments • STAR • Acuity • Data Team must formulate

26. Why Common Assessments? • Efficiency - by sharing the load, teachers save time. • Fairness - promotes common goals, similar pacing, and consistent standards for assessing student proficiency • Effective monitoring - provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned • Informs individual teacher practice - provides teachers with a basis of comparison regarding the achievement of their students so 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 create timely, systematic interventions for students

27. 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

28. Hard Facts • Frequent and timely monitoring of student learning is an essential part of effective teaching. • Good teachers are assessing all the time. • Students and teachers benefit if periodically formative assessments are created by a collaborative team of teachers (rather than an individual) and given to all the students for whom that team is responsible. Rick Dufour

29. The Data Team Process Pg 40

30. 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%

31. The Data Team Process Pg 40

32. 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.

33. 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

34. Formative vs. Summative Formative Summative

35. What do we collect?

36. Step 2: Analyze Strengths & Obstacles Proficient Far to go Close to Proficient In need

37. 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?

38. Ask the right questions. • Use the answers to these and other questions to develop a … SMART Goal Specific Measurable Attainable Results Timely

39. 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

40. 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?

41. SMART Goal • Talk about individual students. • Who can we move to the next tier? • Who are the students who are urgent? • Revisit your goals

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

43. 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 __________

44. 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.

45. 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 Instructional Strategies

46. 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

47. 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

48. 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

49. 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

50. 5. Nonlinguistic Representatives • Students are multi-learners … reach them on all levels! • Incorporate words and images • Use physical models and movements to represent information