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Data Teams

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by

Jason Martín

on 21 October 2013

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Transcript of Data Teams

IDT Cycle
Data Teams
Data Teams are groups of professional educators working collaboratively to analyze the effect of their actions on identified student outcomes.
Holistic Accountability
No child will be held more accountable than the adults in the system.
Adult actions (cause data) must be as carefully monitored as student achievement outcomes (effect data).
Adult cause and student effect data must be monitored on every level of the system through District Data Teams, School Data Teams, and Instructional Data Teams.
COMPONENTS of EFFECTIVE DATA DRIVEN SYSTEMS
Focus on student achievement
Prioritized standards-based curriculum
Use of data to inform instruction
Frequent assessment of student progress;
Use of research-based strategies;
Collaborative teams focused on student learning; and
All adults held accountable for student achievement.
OPERATIONALIZING THE SYSTEM
IDT Cycle
Responsibilities:
Meet on a weekly basis.
Develop and review results from Common Formative Assessments.
Analyze student work.
Establish SMART goals.
Agree upon effective teaching strategies and interventions to implement before summative assessment is administered.
Step 5
Step 1
Collect and Chart Data
Step 2
examine student work to determine strengths, and obstacles.
It is important to look for trends, patterns and underlying misconceptions.
Inferences are made to determine reasons for successes and obstacles.
Students are placed into bands.

Step 3
Create a SMART goal for each performance band
Based on the obstacles and misconceptions, the team members create a short-term SMART goal.
The goal needs to be attainable yet challenging and address the needs of diverse learners.

Step 4
Select and Implement Instructional Strategies
Analyze results and Identify strengths and weaknesses
Set Goals (SMART) review, revise
Focus on factors YOU can influence
Pretest (Baseline) Data from a CFA
Example:
At or above goal
Close to goal
Far from Goal
Strengths
Strengths
• Students are able to add and subtract fractions with like denominators
• Students understand how to find the Least Common Multiple.

Weaknesses
Obstacles
• Paying attention to whether the
problem calls for addition or
subtraction.
• Lack of understanding of need for
common denominators when
adding/subtracting.
• Difficulty converting fractions to a
common denominator.
Analysis
Topic: Adding & subtracting fractions with like & unlike denominators
Baseline

Smart Goal Template:
The percentage of students scoring goal and
higher on _______________will increase from
__________%_ on ______________to __________%_ by
_________________as measured by ________ _________ .
Assessment Name
Baseline date
Post Assessment
Post Assessment Date
Target Goal
Agree on 2 - 3 strategies to implement for each performance band.
Results Indicators
If we (the adults) implement ______strategy then the students will demonstrate _________
Step 4
ELA IDT
Math IDT
RTI
Science IDT
Social Studies IDT
SWDT
Purpose:
To create a culture of decision making that is based upon evidence.
Quote
“The hardest thing about teaching is recognizing the fact that your classroom is a reflection of you. Its successes largely reflect your strengths and its failures largely reflect your weaknesses.” - Carter G. Woodson
Shift:
Student outcomes (effect data) are a result of adult actions (Causal data).
Full transcript