Transcript Creating Student Success through the Data Team Process

Creating Student Success through the
Data Team Process
Mason City Community School District
Kathryn Schladweiler
[email protected]
TJ Jumper
[email protected]
Mike Penca
[email protected]
Barb Wells
[email protected]
Pam Christopherson
[email protected]
Why pursue the Data Team Process?
• The need to integrate a number of previous
professional development efforts
• The need to make meaningful use of the DINA
designation and set aside dollars
• An on-going belief among district
administrators that the most valuable data
was classroom data
What is the Data Team Process?
• A structured process
• Helps teachers monitor and adjust their
classroom instruction
• Based on real-time data out of their
classrooms.
Step 1: Collect and Chart the Data
• Data teams gather and display data from a
formative assessment.
• They disaggregate the data to identify the
performance levels of students in order to plan
for accelerating the learning for all.
Student Performance Levels
At
Risk
Some Risk
Proficient
or Higher
Step 2: Analyze to Prioritize
• Identify students’ strengths and needs as
evidenced in the student work.
• Form Inferences: Why are students
performing the way they are?
• Determine and prioritize what can be done to
significantly increase student learning
Step 3: Set a SMART Goal
Specific
Measurable
Achievable
Relevant
Timely
SMART Goal Examples
Suggested Format:
The number of (student group) scoring proficient or
higher in (content area) will increase from (# of
students) to (# of students) by the end of the (time
period) as measured by (assessment tool) administered
in (month/year)
Example:
The number of grade 3 students scoring proficient or
higher in reading comprehension will increase from 45
students to 60 students by the end of the 2011-12
school year as measured by the DRA 2 administered in
April 2012.
Step 4: Select Strategies
• Which strategies will have the greatest impact on student
learning based on the needs identified in step 2?
• What strategies are individual teachers implementing with a
high degree of success, and should these practices be
replicated?
• Teams will discuss how instruction will be differentiated for
students in proficient or higher level, some risk level, and
at risk level.
• Select at least one researched-based instructional strategy
to be immediately implemented in order to enhance student
learning.
Data Team: Monitoring Meetings
• Monitoring meetings are held during the time the instructional
strategies are being implemented and between the initial and
final common formative assessments.
• Purpose- To discuss the effectiveness of the strategies being
used by team members.
• Use daily formative assessment data to answer- “Are the
strategies we selected having the desired impact on student
learning? How do we know? What do we do next?”
Data Team: Monitoring Meetings
• Model strategies for each other to determine the fidelity of
implementation.
• Team members may also bring student work samples to
examine for evidence about the effectiveness of instructional
strategies.
• Reorganize students for instruction based on their learning
needs, as inferred from student work examined in the meeting
or formative assessment data.
• Add another effective, research-based instructional strategy to
those already being used or delete one you have found to be
ineffective.
Step 5: Determine Results Indicators
• Data teams monitor their use of strategies.
Create descriptors of successful strategy
implementation
• Determine the impact and effectiveness of
teacher efforts. Make adjustments
• How do you know improvements are being
made?
Step 6: Monitor and Evaluate Results
• Data Teams monitor and reflect on their
progress.
• When goals are met, teams shift their focus
Data Team Roles
Data Team Facilitator
• Good Listeners
• Lead discussion
• Make sure everyone gets a turn to share
Recorder
• Take notes and fill out meeting form
• Turn in meeting form
Data Team Roles
Data Technician
• Collects data from all team members
• Uses Excel to create graphs
• Presents data to team
Time Keeper
• Sets timer for each agenda item
• Keeps meeting going
Focus Monitor
• Gently Reminds others to stay on task
• Possible signals…
Norms
• Ground rules or habits that govern a group
• Not intended to serve as rules but as collective
commitments
• Norms should be stated as ways to act or behave
1.
2.
3.
4.
5.
6.
7.
Pausing
Paraphrasing
Probing for specificity
Putting ideas on the table
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy and inquiry
Reviewing Norms
• Teams should review their norms regularly
• Teams should adjust norms as needed
• Teams should agree on what should be done if
norms aren’t being followed
Making our results visible
What are the leadership requirements
for implementation?
• Challenges
• Expectations
• Successes
How is this process sustained?
• Professional Development for Leaders
• Data Team Coaches
• Embed in Continuous School Improvement
Process
• Communicate a multi-year plan
• Empower students and parents