Fort Osage Data Collaboration Process

1. Fort OsageData Collaboration Process Pilot Team Training January 7, 2010

2. You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics. • Michael Fullan

3. Goals for Today’s Training • Familiarize all team members with the steps in the data review process • Review and reflect upon the characteristics of effective team members and team process • Identify strategies to assist students with different learning needs in reaching achievement goals • Practice developing instructional plans based upon student assessment data

4. Leadership and Learning Matrix

5. Data Collaboration Cycle

6. Team Timeline and Roles

7. Responsibilities of Team Members Defensive Routines Current Understanding and Skill Perceived Threat Learning Gap Improved Understanding and Skill Collective Inquiry Delay for Learning Adapted from The Fifth Discipline by Peter Senge

9. Dear Groupie… Help Me Fix My Team! I’m struggling with a member on our team. Sue won’t participate in our dialogue unless pressured by her colleagues. She acts completely bored and won’t contribute. Help! -Frustrated in Fort Myers

10. Dear 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

11. 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, that’s 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 don’t want to shut her down, yet it’s hurting the effectiveness of our team. What do we do? -Earful in El Paso

12. Identifying standards • Step 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 minimum—2 to 3.

13. Unwrapping the standards/targets • Why unwrap the standards? • Focuses development of units/ lessons/assessments Unwrapping the Standards Activity—pg. 17-20

14. Fort osage Achievement levels • Advanced 100-94 • Proficient 93-77 • Basic 76-63 • Below Basic 62-below

15. Pre- and post-assessments • Evaluate the post assessment—on topic and on target (DOK) • Working “backwards” from the post-assessment (DCA) to develop pre-test items • Pre-test should be short and sufficient enough to get a grasp of students’ current knowledge and skill with the unit standards/targets

16. Step 1: Collect and Chart Data • Quality 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.

17. Step 1: Collect and Chart Data Prior to the Unit Planning Meeting Teachers will: • Decide on pre-test and scoring guide • Administer and score the pre-test using the common scoring guide • Disaggregate the data by achievement levels • Submit disaggregated data to data team leader by agreed upon date

18. Step 1: Collect and Chart Data Prior to Unit Planning Meeting Data Technician will: • Enter submitted data in tableand calculate team totals and percents

19. Step 1: Collect and Chart Data Bring to Unit Planning Meeting: • Student Pre-Assessment papers arranged in order from advanced to below basic • Ideas about students who are advanced and proficient (strengths) • Ideas about students who are not proficient (obstacles, misconceptions)

20. Step 2: Analyze Strengths and Obstacles During Unit Planning Meeting: • Examine student work that is advanced and proficient. Consider: • Strengths • Consistent Skills • Anything that stands out

21. Step 2: Analyze Strengths and Obstacles During Unit Planning Meeting: • Examine student work that is not proficient. Consider: • Weaknesses • Inconsistent Skills • Trends, patterns, of failure to apply certain skills • Misconceptions about problem-solving processes • Issues related to certain subgroups • Students consistently rated not proficient

22. Step 3: Set, Review, and Revise Incremental SMART Goals • Specific target area is established • Measureable area of need is established and assessment to be used is identified • Achievable 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 assessment

23. Step 4: Identify Instructional Strategies to Meet Student Needs • Review the work of students at different achievement levels to determine their specific learning needs • Identify ways to differentiate to meet individual and small group needs • Outline information on the Data Collaboration Plan Form

24. Differentiation Strategies From C. Tomlinson, Leading & Managing a Differentiated Classroom

25. Step 5: Determine Adult and Student Look-fors • Discuss as a team what successful implementation ‘looks like’ • In regards to student activity • In regards to teacher activity • What would an outside observer see in your classroom when these strategies are being implemented?