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Rethinking data teams


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  • 1. A Teacher-Centered Approach to Instructional Data TeamsPortions adaptedfrom MWasta,ALareau and LLC
  • 2. Determine Collect and results chart data indicators Brainstorm Analyzeand Identify studentInstructional work Strategies Set SMART goal
  • 3. Identifying Identifying the Measures of InstructionalImprovement Issue IdentifyingDeveloping a thePlan of Action Instructional Practice Issue
  • 4. Collect and chart data and set your SMART goal Identify the Celebrate successes Instructional Issue through student work analysis Identify Instructional Progress Practice Issue – brainstorm monitor and select instructional strategies Develop a plan of action Determine results indicators
  • 5. Lucky Leading High results, low High results, highEffects/Results understanding of understanding of antecedents antecedents (stud.out.) Replication of success Replication of success unlikely likely Losing Learning Low results, low Low results, high understanding of understanding of antecedents antecedents Replication of failure Replication of mistakes likely unlikely Antecedents/Cause Data (Adult Actions)
  • 6. 1. Student outcomes are a direct result of the actions of the adults.2. If we get the adult actions right, the student outcomes will follow.3. Collect more data on adult actions.4. If the adult action doesn’t result in improved student outcomes, stop doing it.5. If the adult action results in improved student outcomes, continue it and make it better.
  • 7. a problem of understanding or skill that underlies student performance on assessments. The problem is about LEARNING not that the learners are the problem. This is about a problem experienced by many students and if solved, would help meet your larger goals for students.( A. Lareau adapted from Data Wise Murnane 2010)
  • 8.  an expression of the student learning problem and the teaching related to that problem, and is an integration of analysis of both assessment and instructional data. The problem of practice should  Include learning and teaching  Be specific and fine grained  Be a problem within the school’s control  Be a problem that if solved will mean progress toward some larger goal( A. Lareau adapted from Data Wise Murnane 2010)
  • 9. StudentTeacher Content
  • 10. Teacher CenteredInstructional Data Teams Process & Procedures ( Turning theory into practice)
  • 11.  Compare the amount of data that we collect on students to the amount of data that we collect on the actions of the adults. If the adults do the right things, student outcomes will take care of themselves. It’s all about the adults!
  • 12.  “ There are only three ways to improve student learning to scale…increase the level of knowledge and skillthat the teacher brings to the instructionalprocess …increase the level and complexity of thecontent that students are asked to learn … change the role of the student in theinstructional process.”City, E.A., Elmore, R.F., Firaman, S.E., Teitel, L. (2009). Instructional Rounds in Education. Harvard Educational Press. P.24.
  • 13.  Some will… Some  All will won’t  Combining true Medical model … medical model and identify deficits in data-driven decision- student – making “Handicapped” Data/diagnostics on student(s) only to Data-driven decision- inform the changes making as a student required in our deficit model treatment/practice. Student Deficit model Instruction deficit model
  • 14. 1. ELL students in 1. ELL students in grades 1 & 2 do not grades 1 & 2 do not know how to decode know how to decode very well. very well. 2. We don’t know how2. There is a deficit in to teach decoding the ability of ELL skills to students who students to learn do not have a decoding skills. foundation in English.3. Give ELL students 3. Learn ways to teach extra help in learning decoding skills to ELL decoding skills. students.4. Move on 4. Implement new instruction. Teaching Decoding skills Teaching Decoding Skills
  • 15. 1. Students struggle 1. Students struggle learning to graph learning to graph lines. lines. 2. The reason is lack of2. The reason is a lack prerequisite skills. of prerequisite skills. 3. We don’t know how3. Complain about to teach graphing previous teachers lines to students with poor prerequisite and lack of student skills. effort. 4. Learn different ways4. Give poor grades in to teach graphing graphing unit. lines. 5. Develop a plan.5. Move on 6. Implement plan. Graphing Lines Graphing Lines
  • 16. I. Collect and chart data and set a SMART goalII. Identifying the Instructional Issue through student work analysisIII. Identifying the Instructional Practice Issue- brainstorm and select instructional strategiesIV. Developing a Plan of Action- determine results indicatorsV. Identifying Measures of Improvement- progress monitorVI. CELEBRATE successes
  • 17. Data Collector Team Report Grade/ Content_______________Step 1: (5 minutes) Examine Collected and charted data:ELA/ Writing/ Math/ Science CCSS _______: ___________________________________________________**Data – Sharing effect data that is a result of an assessment before instruction has taken place. Data team members are encouraged to complete this chart prior tothe meeting to maximize team collaboration time- review at start of meeting.Name of Common Assessment used (if applicable): Teacher’s # Students # and names of % # of # and Names of # and Names of Students # of students not likely to be goal Names assessed Students at or above Students students Students likely to be likely to be Goal at end of – Intervention Group and in need goal at or below Goal at end of instructional time – Far to of extensive support above goal instructional time – go (basic/ below basic) goal Already Close- (close to proficient, higher (“bubble” / proficient basic) kids) Totals: And … (7 minutes) Set SMART goals (Specific, Measurable, Achievable, Realistic, and Time bound) Based on charting the data and knowledge based on examining student work, identify 1 or 2 S.M.A.R.T goals. S.M.A.R.T goals are specific, measurable, achievable, realistic and time bound. Goal #1: The % of students scoring goal and higher in ______________ will increase from ____ %/ ____ students to _____%/ _____ students by the end of 4 weeks as measured by ________________ administered on/ before ____________________.
  • 18. Using data, identify one of the most important student achievement issues facing your team. • List student achievement issues we are concerned about • Prioritize the list • Select the three top issues • Collect data to document the issue
  • 19. Step 2: (13 minutes) Identify Instructional Issue through analysis of student work:Examination of actual student work on the assessment for the purpose of identifying strengths as well as challenges. Teams should analyze commonassessment student work to identify the skills, concepts and content that students know and don’t know. Be as specific as possible. Strengths revealed in student work Challenges revealed in student work Identify the skills, concepts and content that students have Identify the skills, concepts and content that students still mastered. These strengths can be used as leverage for growth in need. These challenges provide focus for goal setting and other areas. instructional decisions.Goal and aboveProficient/ CloseFar to goIn need of extensiveintervention
  • 20.  In looking at how we do our work, what area (s) of our practice are most likely to have an impact on the student achievement issue we identified. • List all of the possible areas of practice. • Prioritize the areas of practice • Select the area most likely to effect the student achievement issue. • Define what exemplary practice in this area looks like • Collect data on our current implementation of this practice
  • 21. Step3: (18 Minutes) Identify the Instructional Practice Issue; Brainstorm & Select Instructional Strategies:General Strategies Specific to groups: Goal+ Close/ Proficient Far to go In need of extensive intervention
  • 22. Having identified Exemplary practice in ourarea of concern and having measured ourcurrent level of practice against thisexemplary standard develop a plan to closethe gap. • Brainstorm how we will move from where we are to where we wish to be • Acquire needed assistance or resources if necessary • List specific action steps we will take to move forward • Include in the plan how we will measure the change in the level of our practice
  • 23. Step 4: (7 Minutes) Develop a Plan of Action/ Identify Results Indicators: What evidence do we expect to see if students are learning with newinstruction? Is it Working? a. How will we know that the strategies are working? What evidence do we expect to see from students as a result of instruction? Strategy One Results Indicators: Strategy Two Results Indicators: IF WE USE ______________ WE EXPECT TO SEE TEACHERS: IF WE USE _________, WE EXPECT TO SEE TEACHERS: IF WE USE ____________ WE EXPECT TO SEE STUDENTS: IF WE USE ____________, WE EXPECT TO SEE STUDENTS:
  • 24. We have hypothesized that if we improvepractice X on our part, studentperformance in Y will improve. We havemade a plan to improve our performanceand we have included in the plan measuresthat will document our improvementWe must close the circle by determiningwhat measures of student performance wewill use to document that as a result of ourimprovement in X, students are gettingbetter at Y.
  • 25. PROGRESS MONITOR/ FOLLOW-UP MEETING (2 weeks later) Bring student work resulting from new instructional strategies and discuss student work analysis and adult actions (resultsindicators):Which teaching strategies are working? How do we know?What skills/concepts are students still struggling with?As a team, do we need to change our instructional strategies for the next two weeks?How have we enriched learning and challenged proficient students?
  • 26. CELEBRATE SUCCESSES/ POST ASSESSMENT MEETING (about 4 weeks later) Collect and Chart Data: After Instruction Collaboration ELA/ Writing/ Math/ Science CT CCSS____________________________________________________Members present:___________________________________ Meeting Date:__________ Teacher’s # # and % Students at or Growth # of stu. # and Names of # and Names of # of students not Names Stu. names of above goal below Students–Already Students Far to go likely to be goal – assessed Stu. at or goal Close-(“bubble” / Intervention Group above goal Gain in % proficient kids) and in need of extensive support Totals:
  • 27. Did we reach our SMART goal? _______The % of students scoring goal and higher in _______________ increased from %/ students to %/ students by the end of 4 weeks as measured by______________ administered on/ before _____________________________.The % of students scoring proficient or below in _______________ decreased from %/ students to %/ students by the end of 4 weeks as measuredby ________________ administered on/ before ________________________.If not, why not? If so, what specific teaching strategies helped students succeed?Next Steps:
  • 28. We are concerned about the following student achievement issues: 1. The number of students scoring at advanced in writing on the CMT 2. The number of special education students scoring at goal on the CMT 3. The number of students who are scoring at exemplary or above on their unit tests in Science 4. The number of students who are actively engaged in Math lessons
  • 29. We have selected the number of studentsscoring at the advanced level in writing asour priority student achievement issue atthis time for the following reasons: • A significant number of students are effected (over the past 3 years we have only averaged 26% of our students reaching this level and we feel many more can) • Writing at high levels has a broad effect on all academic areas • We know that this is an area in which we need to grow
  • 30. In looking at our work in relation to students scoring at the advanced level on the CMT we realized the following: • We don’t have a great understanding of what students have to do to score at advanced vs. goal • We haven’t spent much time thinking about the explicit teaching we need to do to move students to the advanced level • We need to become more knowledgeable about this issue and more skilled in the specific instructional techniques required of us to move students to advanced.
  • 31. We have to determine what exemplarypractice looks like in this area of writinginstruction. To do this we will: • Study the performance of past students comparing those who scored advanced vs. goal and determine the factors that led to the difference • Once we identify the differences in student performance between advanced and goal we will have to identify the best instructional practices that will move students from goal to advanced. • Once we have identified “best practice” in this area, we will measure how we are currently performing.
  • 32. • To measure how we are currently performing in regard to this “best practice”, we will observe each other’s classes and measure how often and to what degree we are already demonstrating this “best practice” (we suspect we aren’t doing it very often or very well but we want to be sure and we want to create a baseline from which to measure our progress).
  • 33. Now that we have identified the gapbetween our current level ofimplementation and the “best practice”level of implementation of our writinginstruction we will develop a plan toimprove our skills: • We will research numerous writing approaches with particular emphasis on approaches that seem to have a track record of taking students to very high levels of achievement. • When we have decided on an approach we will practice the techniques and strategies that are recommended
  • 34. • We will observe each other in class and use our team time to debrief each other on what we appear to be doing well and what we still aren’t getting.• We may have to attend a workshop or have at least one of us attend a workshop and bring information back to share.• We will take periodic measures of our progress toward our ideal ( we may modify our ideal as we acquire new knowledge)
  • 35. As we are gathering information on ourprogress toward our ideal or “bestpractice” in writing instruction we need todemonstrate that it is having an effect onstudent outcomes. To that end we will: • Create mini-assessments that will measure student writing performance. • We will score the assessments using a rubric that clearly identifies “advanced” performance. • We will administer these assessments about once every two weeks.
  • 36.  As a team, list a number of student performance issues that have troubled your team. As a team, come to consensus as to the most significant of these issues. Document this issue via data.
  • 37.  Again, as a team, brainstorm the instructional issues or practices that you believe are most closely related to the identified student performance issue. That is, what thing that we control if we change is most likely to positively effect the student performance issue? As a team come to consensus as to the most significant practice issue, that if we change, will positively effect the student performance issue.
  • 38.  As a team, decide how we will describe the new level of practice or entirely new practice that we need to reach if we are to effect the student performance issue. (This may take a good deal of time and effort and perhaps a few trials and errors. We may also have to do a bit of research.) Describe the new practice in as specific terms as possible (Remember, we have to be able to measure this!).
  • 39.  As a team, write out the major actions you will take to accomplish the change in your practice that you believe is most closely related to the student achievement issue. List the major steps in sequential order, including who is responsible and projected dates. You are making your best estimate here and understand that some of these details may change.
  • 40.  As a team, describe how you will measure progress on the student achievement issue you identified. Be as explicit as possible in terms of describing the measure and the process you will use.
  • 41. Teachers are the most significant variable in improving outcomes for students, more powerful than family income, race, color.This process is designed to allow teachers to work collaboratively, in a structured manner to focus on improving their collective practice in service to improving student achievement.
  • 42. Erin BaileyProfessional Development Specialist 860-567-0863x223