Leading Effective Data Meetings Through Collaborative Teams

1. Leading Effective Data MeetingsThrough Collaborative Teams Kathryn Catherman Nancy Lindahl Kalamazoo RESA

2. Reflections • Goal: Improve Reading Outcomes for all students • Objective: SMART The reading achievement gap between minority and non-minority students will decrease by 20% as measured from 2010-2011 on the MEAP (reword.) • Include more formative assessment just not DIBELS. • Make sure participants understand that they are writing an action plan for the day’s work i.e., teaching meeting mechanics to staff, monitoring that, sharing SIP with staff, teaching what data should be used at each type of meeting etc.

3. Setting Group Norms • To make this day the best possible, we would appreciate your assistance and participation • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Please do not use email • Share “air time” • Active participation • Take care of your own needs • Attend to the “Come back together” signal

4. Credits • Learning by Doing Richard DeFour • Center for Performance Assessment: Doug Reeves • Success Line Inc: Deborah Wahlstrom • Portage Public Schools: Haverhill Elementary

5. Today’s Agenda • Why collaborate • Keeping your focus with School Improvement • Meeting Mechanics • Types of Effective Data Meetings • Action Planning

6. Frequency of Collaboration and Closing the Gap Center for Performance Assessment-2006

7. Two examples of effective data meetings APOLLO 13

8. Discussion PointsClip #1 • What did you notice about the culture that allowed for all viewpoints to be adequately heard? • What did you notice about the leadership?

9. Discussion PointsClip #2 • What did this scenario say about focus and the use of resources to accomplish a tough task?

10. Purpose of the PLC “Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively. The collaborative team is the fundamental building block of a PLC.” DuFour, DuFour, Eaker, & Many, 2006

11. Climate of a Collaborative Team • Celebrative • Action-oriented • Risk-taking • Accountable • Supportive (data is not used to punish) • Focused on mission

12. Keeping your Focus Use your School Improvement Plan To Create Focus

13. One Common Voice – One Plan Michigan Continuous School ImprovementStages and Steps Getting Ready Collect School Data Build School Profile Implement Plan Monitor Plan Evaluate Plan Student Achievement • Develop Action Plan Gather Analyze Data Set Goals Set Measurable Objectives Research Best Practice Study Do Plan

14. Expectations of a Collaborative Team • Norms –Agreements and commitments • Roles and Responsibilities – How to organize • Agenda –Always written • Data –Use for decision-making • Objectives –Be SMART • Action Plan – written, reviewed, and revisited

15. Meeting Norm s Norms are not intended to serve as rules but rather as commitments – public agreements shared among the members.

16. Establishing Norms

17. Tips for Establishing Norms • Create own • State as commitments • Review frequently • Evaluate semi-annually • Focus on a few • Address violations • Establish a Parking Lot

18. An Example • Begin and End on Time (9:00 – 9:45) • Limit Sidebar Conversations • Stay focused on the critical questions • Leave other work outside of the meeting

19. Roles and Responsibilities

20. Examples of Roles/Responsibilities • Moderator/Facilitator– facilitates meeting content and–flow according to agenda • Norms monitor ensures adherence to the agreed upon meeting commitments • Time keeper – keeps meeting moving toward agenda • Data keeper – organized individual who makes sure the appropriate data is available • Scribe/Recorder – takes notes during the meeting especially regarding action plan

21. Your Turn • Within your team, assign the following roles: • Moderator/Facilitator – facilitates meeting content and–flow according to agenda • Norms monitor ensures adherence to the agreed upon meeting commitments • Time keeper – keeps meeting moving toward agenda • Data keeper – organized individual who makes sure the appropriate data is available • Scribe/Recorder – takes notes during the meeting especially regarding action plan • Finally, establish your norms and write them on the provided tent

22. The Agenda Distribute written agenda before the meeting. Include norms as part of the agenda. Include roles & responsibilities.

23. Haverhill Leadership Team Meeting Tuesday, December 14th, 2010 4:00 Norms: • Begin and End on Time • Limit Sidebar Conversations • Focus on Critical Questions • Maintain Confidentiality Outcomes for today’s meeting: • Look at literacy needs for our building • Schedule/organize how we will be re-teaching our behavior expectations • Discuss building behavior needs/interventions • We will discuss the Buzz Bash Roles and Responsibilities: • Facilitator-Jen/Tajia • Norms Monitor-Cindy • Time Keeper-Erin • Scribe-Dawn • Data Keeper-Jena and Susan K. • Attendance Keeper: Susan L. Agenda: • Reminder of Group Norms - 1 minute • Go over action plan from November meeting-5 minutes • Review Literacy Data – 20 minutes • Histograms • Professional Development needs • Review SWIS data -10 minutes • Discuss building behavior needs/interventions – 10 minutes • Discuss Buzz Bash – 14 minutes

24. Essential Elements of Action Plans • Identify/review the SMART objective (how much, how well, & by when) • What strategy will be used to achieve the objective? • What steps do we need to take to implement the strategy? How will we carry out the steps, i.e., • Who will be responsible for the action items? • What is the timeline for completing the action item? • What resources are necessary? • What will be our “results indicators”?

25. ACTION PLAN Grade: 3 Date: 4/10/09 Faculty Present: Jean, Michael, Jenny, Andre, Sally, Kelly, Karen

26. ACTION PLAN Grade : 2nd Date : 2/20/09 Faculty Present: Sharron, Stephanie, June, Michael, Kate, Carl

27. One Common Voice – One PlanStep 9: Implement Plan in Sufficient Detail

29. Using Data to Make Decisions

30. Four Critical Questions • What is it we want our students to learn? • How will we know if each student has learned it? • What will we do when some students do not learn it? • How can we extend and enrich the learning for students who have demonstrated proficiency? DuFour, DuFour, Eaker, & Many, 2006

31. Four Critical Questions • What is it we want our students to learn? STOP DuFour, DuFour, Eaker, & Many, 2006

32. 21ST Century Skill Example UNPACKED • Makes a list of possible issues and chooses one to study. • Identifies different points of view for the issue. • States reasons for different points of view. UNPACKED • Identify a local issue. • Conduct primary research. • Gather data. • Analyze data (convert numerical data to statistical information including means, trends, correlations). • Create graphs, charts, and maps. • Create software that includes a community digital database. • Present a position via a PowerPoint, Website, or multi-media presentation. • Makes a list of research questions. Writes an appropriate number of questions to thoroughly conduct the research. • Uses a variety of resources to gather information. • Chooses resources that will help answer the question. • Evaluates sources for the quality of their information. • Takes good research notes, identifying directly copied materials and recording the source. • Gathers enough information to answer the questions or solve the problems. These become enabling objectives. These become objectives.

34. General Success Strategies • Success Sequence • Analysis Questions • Vocabulary – Frayer’s Model • Here’s How I Do It (modeling) • Explain Your Thinking (Tell me how you do it) • Manipulatives

35. Your Turn • Using the Unpacking Standards Form by Deborah Wahlstrom of Success Inc: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5) Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (e.g. how character interact.)(RL.5.3) • With your team, unpack the standard

36. Types of Assessment Use Formative (for learning) • Multiple Choice • Short Answer • Exit Slips • Quick writes • Benchmark • Progress Monitoring Summative (of learning) • MEAP • IOWA • Chapter tests • Benchmark

37. Summative Assessment • Purpose:to determine level of proficiency in relation to norm or criterion • When:Typically administered annually or at end of an instructional unit. Can be administered pre/post to assess overall growth. • Who:All students • Relation to instruction:Provides index of overall efficacy not intended to provide timely instructional information

38. Screening Assessment • Purpose: To determine children who are likely to require additional instructional support (predictive validity) • When: Early in the academic year or when new students enter school • Who: All students • Relation to Instruction: Most valuable when used to identify children who may need further assessment or additional instructional support.

39. Progress Monitoring Assessment • Purpose: Frequent, timely measures to determine whether current instruction is meeting student’s needs to close the gap • When: one to four times per month • Who: Students who are receiving targeted or specific instruction to close a learning gap • Relation to Instruction: Indicates student’s rate of progress and adequacy of instruction

40. Four Critical Questions • What is it we want our students to learn? • How will we know if each student has learned it? • What will we do when some students do not learn it? • How can we extend and enrich the learning for students who have demonstrated proficiency? DuFour, DuFour, Eaker, & Many, 2006

41. Effective Data Meetings in an RtI Framework • Student Study Team Meetings • Instruction • Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs • Data • Diagnostic assessments • Progress monitoring of specific skills • Benchmark Meetings • Instruction: • Students in Whole Class and Differentiated Instruction • Data • Core Program Assessments • Formative assessments • Screening measures • Classroom Observations • Progress Monitoring Meetings • Instruction • Students in Small Group Instruction and Supplemental Intervention Programs • Data • Supplemental program assessments • CBM Progress monitoring probes • Frequent targeted formative assessments Continuum of Supports

42. Your Turn • Using the previous slide as an example, create your school’s Pyramid for all the different data meetings that you currently use at each tier

44. Data Interpretation at the School Level

45. Box Plots What Decisions? Have we increased the percent of students at benchmark since the previous assessment period? What is the range of skill level across the grade and over time? Who? School Improvement Team and Grade level teachers. How often? Three times per year

46. Box Plots(with whiskers)

47. Box Plot(with whiskers) 95th %ile 80th percentile (80% of the students scored above this score.) Median Score 50th percentile (The score of the middle student.) 20th percentile (20% of the students scored below this score) 5th %ile

48. Box Plot(with whiskers) 5th %ile 95th %ile 20th percentile (20% of the students scored below this score) Median Score 50th percentile (The score of the middle student.) 80th percentile (80% of the students scored above this score.)

49. Example KEY 5% of the students scored above 126 20% of the students scored above 102 50% of the students scored above 63 126 KEY 102 50% of the students scored below 63 20% of the students scored below 31 5% of the students scored below 15 Target Zone 63 Minimum Benchmark goal 31 15

50. If you remember nothing else about Box Plots The entire box and whiskers should be at the target zone or higher. The DIBELS goal is a minimum standard! The box plot shows you at a glance the range of student performance and their progress over time.