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Data Teams Overview
Transcript of Data Teams Overview
* Step 1 allows you to place a name with the number
* Quality disaggregation is a process that allows you to see the “parts” in a system.
* Through disaggregation you can more easily determine the strengths and needs within a school.
* By disaggregating data, you are able to see results of different groups, and it helps you understand if you are headed in the right directions.
* The incremental goal of step 1 is to accelerate learners; the ultimate goal is for all learners to reach proficiency levels. Step 1: Collect and chart data Key points and considerations: (5% of DT time) * “Analysis of data provides insights.” (Stephen White, 2005)
* “Analysis is designed to identify strengths and urgent needs.” (Stephen White, 2005)
* Analysis should identify successful practices for celebration, replication and/or generalization.
* The analysis should go beyond labeling student strengths and performance errors and begin to identify inferences about student performance
* Analysis should involve more than numbers, it should be a direct examination of student work.
*Analysis should identify specific areas of focus that, when addressed, will take the learner to the next level of performance.
* Prioritization must be deliberate and thoughtful.
* Prioritization allows us to respond in depth to urgent needs.
* Celebrate the strengths. Step 2: Analyze data and prioritize needs Key points and considerations: (30% of DT time) * Goals allow you to analyze, monitor, and adjust professional practice.
* Data Teams set incremental goals.
* Teams revisit step 1 when determining the desired state, paying close attention to students in the categories of “close to proficiency” and “far to go”.
* What are the ramifications if the goal is changed to reflect a higher or lower outcome?
* Is it possible to reset the goal higher? If so, is it achievable?
* Is the time frame to short, just right, or too long? Step 3: Set, review, and revise incremental SMART goals Key points and considerations: (5% of DT time) Key points and considerations: (30% of DT time) Key points and considerations: (30% of DT time) * There must be a direct link between the identified need (step 2) and the selected research-based strategy.
* Strategies are actions of adults that impact student cognition.
* Researched-based instructional strategies should include actions to enhance student achievement
* Researched-based instructional strategies should include actions that provide active involvement of students in learning
* Response to Intervention (RTI) with inferences – differentiate based on 4 groups of students.
* Not only do strategies demand active involvement of students, they are designed to deliberately address the identified need.
* Only select strategies that teachers are responsible for. Step 4: Select common instructional strategies * “When this strategy or these strategies are implemented, we expect to see the following evidence.... and students will be able to....”
* “If we do _____, then we expect to see _______ in student achievement.”
* Results indicators serve as a monitoring tool for teams and allow teams to make mid-course corrections before administering the post assessment
* Results indicators illustrate the impact of the strategy and effectiveness of the strategy
* Results indicators serve as the “picture of progress” between the pre- and post- assessments.
* Results indicators add intentionality by bringing specific adult and student actions to the forefront
* Could use teacher walk-throughs to give feedback of observed strategies and indicators Step 5: Determine results indicators DATA
TEAMS Why? There are 2 primary choices in life to accept: accept conditions as they exist or accept the responsibility for changing them.
– Denis Waitley, author The value of data emerges only when analysis provides insights that direct decisions for students.
– Stephen H. White, Beyond the Numbers, 2005 As decision-makers, we need a deliberate process to guide us through the examination and analysis of data. Without this, we may be apt to substitute strongly held opinions for the fact-based conclusions that would be derived from a review of actual data.
– Douglas Reeves, The Leader’s Guide to Standards, 2002 The purpose of educational accountability is the improvement of teaching and learning. It is a constructive process in which successful results can be associated with specific teaching and leadership practices so that teachers and leaders can be recognized and their successful practices can be replicated.
– Douglas Reeves, 2004 Changing our mental models about what we teach, how we teach it, and how we assess students’ learning growth will take some getting used to. Such changes require open-mindedness, flexibility, patience, and courage.
– Jacobs, 2010 What
are they? Questions? Next Steps... Agree on:
- a common pre-assessment
(simple, relevant, meaningful, linked to standards)
- a common scoring guide or rubric
- a date to complete the pre-assessment including delivery system Reflection: