Transcript Fort Osage Data Collaboration Process

Fort Osage
Data Collaboration Process
Pilot Team Training
January 7, 2010
You cannot have students as
continuous learners and effective
collaborators, without teachers
having the same characteristics.
 Michael Fullan
Goals for Today’s Training
 Familiarize all team members with the steps in the data review
process
 Review and reflect upon the characteristics of effective team
members and team process
 Identify strategies to assist students with different learning needs
in reaching achievement goals
 Practice developing instructional plans based upon student
assessment data
Leadership and Learning Matrix
Lucky
Leading
High results, low understanding of
antecedents
High results, high understanding of
antecedents
Replication of success unlikely
Replication of success likely
Losing Ground
Learning
Low results, low understanding of
antecedents
Low results, high understanding of
antecedents
Replication of failure likely
Replication of mistakes unlikely
Data Collaboration Cycle
Team Timeline and Roles
Responsibilities of Team Members
Defensive Routines
Current Understanding
and Skill
Perceived Threat
Learning Gap
Improved Understanding
and Skill
Collective Inquiry
Delay for Learning
Adapted from The Fifth Discipline by
Peter Senge
Dear Groupie… Help Me Fix My Team!
I’m struggling with a member on our
team. Sue won’t participate in our
dialogue unless pressured by her
colleagues. She acts completely bored
and won’t contribute. Help!
-Frustrated in Fort Myers
Dear Groupie… Help Me Fix My Team!
When it comes to setting goals or determining instructional
strategies, John refuses to listen to others and accept their
input. He responds negatively and insists that his way is the
only way to get results. Our meeting stress level is sky
high… help!
-Stressed in Seattle
Dear Groupie… Help Me Fix My Team!
Help – our ears are burning! Linda is a knowledgeable and
experienced teacher. She has great ideas and is always eager
to contribute; however, that’s the problem. She tends to
control the dialogue and this is causing other members of the
team to become complacent and disengaged. We value her
input and don’t want to shut her down, yet it’s hurting the
effectiveness of our team. What do we do?
-Earful in El Paso
Identifying standards
 Step 1:
--The team will have no pre-assessment
data to analyze, so district curriculum maps
and state assessment data should be used to
determine the learning targets/standards to
focus on during the unit.
--Keep the targets/standards to a
minimum—2 to 3.
Unwrapping the standards/targets
 Why unwrap the standards?
 Focuses development of units/
lessons/assessments
Unwrapping the Standards Activity—pg. 17-20
Fort osage Achievement levels
 Advanced
100-94
 Proficient
93-77
 Basic
76-63
 Below Basic
62-below
Pre- and post-assessments
 Evaluate the post assessment—on topic and on target (DOK)
 Working “backwards” from the post-assessment (DCA) to
develop pre-test items
 Pre-test should be short and sufficient enough to get a grasp
of students’ current knowledge and skill with the unit
standards/targets
Step 1: Collect and Chart Data
 Quality disaggregation is a process that allows you to see the
“parts” in a system.
 Through disaggregation you can determine the strengths and
needs of your students.
 By disaggregating data, you are able to make informed
instructional decisions and monitor the results.
Step 1: Collect and Chart Data
Prior to the Unit Planning Meeting
Teachers will:
 Decide on pre-test and scoring guide
 Administer and score the pre-test using the common scoring
guide
 Disaggregate the data by achievement levels
 Submit disaggregated data to data team leader by agreed
upon date
Step 1: Collect and Chart Data
Prior to Unit Planning Meeting Data Technician will:
 Enter submitted data in table and calculate team totals and
percents
Step 1: Collect and Chart Data
Bring to Unit Planning Meeting:
 Student Pre-Assessment papers arranged in order from advanced
to below basic
 Ideas about students who are advanced and proficient (strengths)
 Ideas about students who are not proficient (obstacles,
misconceptions)
Step 2: Analyze Strengths and
Obstacles
During Unit Planning Meeting:
 Examine student work that is advanced and proficient.
Consider:
 Strengths
 Consistent Skills
 Anything that stands out
Step 2: Analyze Strengths and
Obstacles
During Unit Planning Meeting:
 Examine student work that is not proficient. Consider:
 Weaknesses
 Inconsistent Skills
 Trends, patterns, of failure to apply certain skills
 Misconceptions about problem-solving processes
 Issues related to certain subgroups
 Students consistently rated not proficient
Step 3: Set, Review, and Revise
Incremental SMART Goals
 Specific target area is established
 Measureable area of need is established and assessment to be used
is identified
 Achievable gains in student learning are determined based on the
consideration of current performance of all students
 Relevant goals address the needs of students
 Time frame established for learning to occur, and for the
subsequent administration of the assessment
Step 4: Identify Instructional Strategies
to Meet Student Needs
 Review the work of students at different achievement levels
to determine their specific learning needs
 Identify ways to differentiate to meet individual and small
group needs
 Outline information on the Data Collaboration Plan Form
Differentiation Strategies
Readiness
Interest
Learning Profile
Content
•Varied readability of
materials
•Front-loading vocabulary
•Targeted small group
instruction
•Range of materials that
apply content to real-world
situations
•Presentations designed to
link into students’ interests
•Varied teaching modes
(visual, verbal, practical,
etc)
•Video or audio notes for
those who learn better
with repetition
Process
•Tiered activities
•Learning contracts
•Varied homework
assignments
•RAFT options
•Expert groups
•Independent studies
•Interest centers
•Jigsaw activities
•Choice of working
conditions (alone/group)
•RAFT options
•Blogs to share ideas
Product
•Personal goal setting
•Varied resource options
•Samples of good work at
varied levels of complexity
•Use student interests to
design products
•Design a Day options
•Use of technology for
student expression
•Varied formats for
expressing key content
•Varied working
arrangements
•Varied modes of
expressing learning
From C. Tomlinson, Leading & Managing a Differentiated Classroom
Step 5: Determine Adult and Student
Look-fors
 Discuss as a team what successful implementation ‘looks like’
 In regards to student activity
 In regards to teacher activity
 What would an outside observer see in your classroom when
these strategies are being implemented?