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Data Team Presentation
Transcript of Data Team Presentation
Entire grade level
Interdisciplinary Team Focus
ELA and Social Studies
Math and Science
Common Formative Assessments
What are instructional
Small grade-level, department, course-alike, or organizational team
Team examines work generated from common formative assessments.
The work is analyzed, and the data is used to make instructional decisions for differentiated groups of students.
Given to all students shared in common by team members
Assessment items are created by the team members
Items focus primarily on prioritized standards and/or learning goals identified by the team
Student work on the CFA is analyzed in meetings and serves as the basis for discussion of changes in instructional practice
What do these teams do?
The 5 Step Data Team Process
1. Collect and chart/display data.
2. Analyze data and prioritize needs
3. Set, review, and revise, incremental
4. Select common instructional strategies to be
employed to address the learning challenges
discovered in Step Two.
5. Determine results indicators.
1. What is a data team and
how does it function?
2. How do I get started?
3. Where do I find resources?
A Little History...
a. Identify the concepts and skills that students
must master as a result of your teaching during
this time period (quarter, month, chapter, etc.).
b. Use these as EQs and SWBAT statements.
1.Begin with the unit plan.
2. Create a common post assessment as a team that includes the essential concepts and skills
Collect each teacher's data
from the pretest.
4. Go through the five formal and definitive steps of the data team process.
With actual student papers in hand, examine papers for what students are able to do (strengths), and what is missing (obstacles/challenges)
What knowledge, understanding, and skills do students already have about the topic they are about to study?
Which students are starting absolutely at square one in terms of understanding the concepts and/or applying the skills?
3. Administer the common post assessment as a pre-assessment to determine what students already know, and areas that need more work. The team decides what proficiency looks like.
The team establishes criteria for
three groups of students.
Set a SMART goal for proficiency
The percent of grade 4 students
scoring proficient and higher
on standard 4.FC.1
will increase from 28% to 73%
by the end of February
as measured by the team created assessment administered
on February 27.
Dr. Susan Blackburn
Director of PK/Elementary Education
Arrive on Time
Stay on Topic
Data Team Summit
Everybody on the same team/same subject
Move toward teacher-led data teams
Use the rubric to improve the team process
begin video taping and sharing
monitor the process with surveys
invite others to observe the team process
provide staff development in areas of need
(proficiency targets, creating assessments, scoring, strategies, etc.)
began vertical articulation discussions
Q & A
Data Teams have scheduled, collaborative,
structured meetings that concentrate on the effectiveness of teaching and learning.
The Leadership and Learning Center
What are instructional
Data teams use common priority standards, generate common formative assessments, and use common scoring guides to monitor and analyze student performance.
What are instructional
As they teach the unit/skill...
Teachers bring student work samples that provide evidence of strategy implementation.
Teachers describe their implementation including frequency, direction instruction/modeling, and feedback provided to students.
Teachers examine work samples to determine whether the strategy is having the desired impact.
Teachers support each other in the use of the strategy through specific dialog, modeling, planning, etc.
Teachers discuss the effectiveness of the strategy including whether to continue, modify, or stop the use of the selected strategy.
Re-administer the assessment to determine if the goal was met.
Determine strategies for reteaching and extending learning.
Report results as a team and discuss.
Priority Standards: prepare students for the next level of learning; have value in multiple disciplines; and have value for life.
NOTE: Teachers should take the test themselves, look for misconceptions, and agree on how the test will be scored.
As a team, determine what makes a student green, yellow or red.
We actually put the real
teacher names in now!
What are the critical pieces of this step?
What questions do you have about this step?
Training Manual: Data Teams
Houghton Mifflin Harcourt