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Teacher Data Teams

FOR RTI MODULE 5. Teacher Data Teams. What is a Teacher Data Team?. Data Teams are collaborative teams designed to improve teaching, learning and leadership. Laura Besser

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Teacher Data Teams

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  1. FOR RTI MODULE 5 Teacher Data Teams

  2. What is a Teacher Data Team? • Data Teams are collaborative teams designed to improve teaching, learning and leadership. • Laura Besser • Data teams are the single best way to help educators and administrators move from ‘drowning in data’ to using information to make better instructional decisions. • Doug Reeves

  3. Why Use Teacher Data Teams? • It is what teachers and leaders do that matters the most • Schools get better outcomes when they focus and learn from that focus • 90 % minority • 90 % poverty • 90 % at or above proficiency, On Grade Level Standards

  4. A Constant:Our job description • What do students need to know and be able to do? Standards • How will we teach this?Instruction – adult behavior • How will we know if they have learned it? student behavior - assessments and ‘look-fors’ in student work/learning • What will we do if they already know it or don’t learn it? differentiate, intervene

  5. Our Goal: To Increase Student Learning How do we do this? By improving instruction! There are two components to improving instruction: What (Standards) How (Good teaching)

  6. Teacher Data Team Process Teacher Data Team Process Standards Classroom Instruction

  7. FOCUS Standards • Monitor and Evaluate Results Begin Cycle Step 1 Teacher Data Team Process Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  8. A Moment to ReflectThink about your Teacher Data Teams this year. How can you deepen your implementation?

  9. Setting “FOCUS” Standards in Writing • “FOCUS” on standards, K-6 • Met with each grade level • Reviewed writing standards • Determined which standards would be the ‘focus’ (approximately 5-7) • Charted and displayed focus standards to show continuum

  10. Setting “FOCUS” Standards in Writing • Purpose • Define areas of emphasis • Provide seamless progression from one grade to the next • Recognize grade-level focus, resulting in a school-wide response

  11. Next Step: Alignment

  12. Some Examples of FOCUS Standards

  13. 1st Grade

  14. 2nd Grade

  15. 4th Grade

  16. 6th Grade

  17. Where Do We Start? • Introduction to Data Team Process • Team Developed Norms • Roles of all members • Scheduling • Minutes • Agenda

  18. Our Schedule/Timeline Thurs. 3/24 Writing Prompt (New baseline) Fri. 3/25 – Tues. 4/12 Collaboratively Score Writing Enter scores into A3 Tues. 4/19 Teacher Data Teams: Steps 1-5 Wed. 5/4 Administer Final Writing Prompt Thurs. 5/5 – Fri. 5/13 Collaboratively Score Writing Submit Scores to Jayna Tues. 5/17 Teacher Data Teams: Step 6

  19. Teacher Data Team MeetingsApril 19th, 2011

  20. Step 1: Collect and Chart Data Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  21. Step 2: Analyze Strengths and Obstacles • For each proficiency area: - Identify things WE can influence and do something about - Determine why - Determine strengths across all proficiency areas - Determine and identify needs and misconceptions across all groups Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  22. Step 3: Establish, Review, or revisit SMART GOAL • The percentage of ______ (grade) _________ (content area) students scoring proficient or higher will increase from ______ (baseline) to _________ (target goal) by _______ (date) as measured by ________ (assessment) given on ________ (date). Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  23. Step 4: Determine Instructional Strategies • What specific strategies are going to be used to address the identified needs (from Step 2) • Link instructional strategies to specific needs for each performance group (differentiate) • Describe who, what, when, how long, etc. • Prioritize Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  24. 5. Determine Results Indicators For each instructional strategy planned, ask, When this strategy is implemented successfully, what will the adult behavior look like? What will the students be doing? What are the ‘look-fors’ in the student work? (Evidence that it is working) Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

  25. We charted as we went along:

  26. Post-Test Analysis TDT • How did we do? • Did we meet our goal? • What are we going to do for the students who are still not proficient? (Tier 2/3 Intervention) • How are we going to maintain proficient students while we move on through the next instructional standards?

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