Getting Started with Data Teams
Download
Report
Transcript Getting Started with Data Teams
+
Getting Started with Data Teams
Justin Baeder
Olympic View Elementary | Seattle Public Schools
www.eduleadership.org
+
Session Description
How can teams of teachers use their meeting time to
work on substantive issues of teaching and learning?
Data teams focus teachers’ attention on student
learning by identifying a specific skill or topic with
which students are struggling, and collaboratively
developing a set of strategies to bring all students to
mastery.
This presentation will describe an elementary school’s
experience in starting data teams, and will examine the
issues surrounding successful implementation.
+
“Best practices don't pay off until they
have been implemented and fine-tuned
in short-term, closely studied cycles.
Such empirical efforts need to become
the norm, the stuff of a new, more
professional culture of experimentation
in teaching.”
Mike Schmoker, Results Now
+
The Instructional Core
Teacher
Content
Students
+
The Instructional Core
Too
much PD is removed from teaching and
learning
Even
when we do focus on the teacher-studentcontent relationship, we don’t focus adequately on
instruction
Teachers
practice
tend to avoid discussing instructional
?
+
The Buffer
Teacher
Conversations
Buffer
Instructional
Improvement
+
Data Teams & The Buffer
Data Teams
Teacher
Conversations
Buffer
Instructional
Improvement
+
Doug Reeves’ Data Team Model
Detailed and robust process
Focuses on student proficiency on common assessments
10-step cycle, starting and ending with standards
5-step process for data team meetings
More info: www.LeadAndLearn.com
+
Doug Reeves’ 5 Steps for Data
Teams
Collect and chart data
Analyze strengths and obstacles
Establish goals: set, review, revise
Select instructional strategies
Determine results indicators
+
Four Recommendations for Getting
Started with Data Teams
Start Small
• Provide a basic framework for data teams
• Get people started
Focus on the
core
• Spend time actually talking about instruction and its
effect on student performance
Zoom in
• Be as specific as possible
• Select a concept or skill that can realistically be
taught and assessed over the course of a few weeks
Iterate and
refine
• Complete multiple cycles
• Adjust process in response to feedback
+
Reeves’ Steps in Action
Collect and chart
data
• Pretest
• Previous assessments covering same skill
Analyze strengths
and obstacles
• Focus on factors you can influence
• Focus on concept/skill acquisition
Establish goals:
set, review, revise
• SMART goals
• Start small and stay focused
Select instructional
strategies
Determine results
indicators
• Not status-quo practice
• Agree on what strategies to implement
• Are we actually implementing the strategy?
• Is it working?
+
Example: 5th Grade Math
1. Collect & Chart Data
Topic: Adding & subtracting fractions with like & unlike
denominators
Pretest: 30% of students proficient
Baseline Student Performance 2/5/09
Proficient students
• A.
• M.
• C.
Close-to-proficient
students
Far-from-proficient
students
• None
•
•
•
•
•
•
•
S.
J.
R.
J.
N.
M.
S.
+
Example: 5th Grade Math
2. Analyze Strengths & Obstacles
Strengths & Obstacles
Strengths
Obstacles
• Students are able to add and
• Paying attention to whether the
subtract fractions with like
problem calls for addition or
denominators
subtraction
• Students understand how to find • Lack of understanding of need
the Least Common Multiple
for common denominators
when adding/subtracting
• Difficulty converting fractions to
a common denominator
+
Example: 5th Grade Math
3. Establish goals: Set, Review, Revise
The percentage of students scoring proficient and higher on
the fraction addition/subtraction assessment will increase
from 30% on 2/5/09 to 80% by 2/27/09, as measured by the
teacher-made fraction addition and subtraction assessment.
Generic format:
The percentage of students scoring proficient and higher on
_______________1 will increase from __________%_2 on
______________3 to __________%_4 by _________________5 as
measured by ____________6 administered on ____________7.
1. Assessment name, 2. Baseline %, 3. Pre-test date, 4. Goal %,
5. Post-test date, 6. Assessment description, 7. Assessment
date
+
Example: 5th Grade Math
4. Select Instructional Strategies
Teach Unit 6 lessons
Provide extension work for students at mastery, and spend
extra time providing direct instruction and extra practice for
students not at standard – such as…?
Have students play fraction addition & subtraction game online
Review 6.2 introductory mini-lesson with small group
Teach mini-lesson and do practice sheet on finding common
denominators
+
Example: 5th Grade Math
5. Determine Results Indicators
Post-assessment scores higher than pre-assessment scores
Students are observed to go through each of the steps to add
or subtract fractions
Completion of specified instructional activities
+
Example: 1st Grade Math
+
Example: 1st Grade Math
+
Example: 1st Grade Math
+
Example: 1st Grade Math
+
Example: 1st Grade Math
+
Example
+
Practicing the 5-Step Process
Reeves’ 5 Steps:
Try It:
Collect & chart data
Consider a problem you face
as a leader
Analyze strengths and
obstacles
Establish goals: set, review,
revise
Record data you can
reconstruct from memory or
have with you
Set a SMART goal
Select instructional strategies
Determine results indicators
Brainstorm strategies for
moving toward goal
List indicators of fidelity and
success
+
Outcomes of the Data Team
Process
Improved student performance in specific, targeted areas
Reduction of “the buffer”
Collaboration focused on specific instructional strategies
with proven impact on student learning (not just “penguins
or puffins?” discussions)
+
Next Steps for Olympic View
More regular meeting times
Clear deadlines for when forms are due
Regular reference to data team work in other forums
Public posting/sharing of data
Celebrating successes and addressing challenges
+
Four Recommendations for Getting
Started with Data Teams
Start Small
• Provide a basic framework for data teams
• Get people started
Focus on the
core
• Spend time actually talking about instruction and its
effect on student performance
Zoom in
• Be as specific as possible
• Select a concept or skill that can realistically be
taught and assessed over the course of a few weeks
Iterate and
refine
• Complete multiple cycles
• Adjust process in response to feedback
+
Doug Reeves’ 5 Steps for Data
Teams
Collect and chart data
Analyze strengths and obstacles
Establish goals: set, review, revise
Select instructional strategies
Determine results indicators
+
Q&A
+
Thank You
Slides available at www.eduleadership.org