1. Data teams use data from student work and assessments to analyze teaching practices, monitor student progress, and make instructional changes to ensure student success. 2. The document outlines the 5 step process for data teams: collect and chart data, analyze strengths and weaknesses, set goals, select instructional strategies, and determine results indicators. 3. Effective data teams include teachers, administrators, and other staff who collaborate regularly to examine data, identify effective teaching practices, and continuously improve instruction and student achievement.

1. Data Teams:Using Data to Impact instruction and learning “The value of data emerges only when analysis provides insights that direct decisions for students.” S. White Beyond the Numbers, 2005

2. TESA Too often we focus only on what students do or don’t do. . . The reality of TESA (Teacher Expectation = Student Achievement) is true We achieve what we believe

3. What affects student achievement? Curriculum alignment Assessment variety Collaboration Support from Administration (Learning Leaders) Teacher qualifications Teacher behaviors Professional development Learning Conditions Resources Recognize the influence of current attitudes on policy, teaching values and how those attitudes are impacting the learning process

4. Data is the Key to Success Data from student work provides teachers with opportunities to analyze how personal teaching practices affect student learning Data from carefully analyzed student work allows teachers to monitor each child’s progress, make instructional changes, respond immediately to problems to ensure every child experiences success Data reviewed in collaboration with other educators allows teachers to replicate practices that are successful, and share that success with other educator at building or district levels

5. Luck is not a Factor To produce high results means we must understand the preceding events, factors and causes that affect student achievement Once we understand these antecedents, we can identify, document, then replicate successful strategies and stop practices that are not productive

6. Personal Assessment What teaching strategies have I been trained in that I’m using consistently ? Reading Apprenticeship! Collins Writing! Elementary Math Lab! Other! How do these strategies impact my teaching effectiveness? What do I use every day . . Graphic organizers Vocabulary Word Walls Collins writing . . .and how is it producing success for my students?

7. Before we meet: Personal Reflection Behaviors ( Teacher ) How do my classroom rituals facilitate learning? How do I know that my students know how to “do school?” Do I have support (Para-pro, TC) in my classroom? If I have support, do we collaborate on strategies? Are pull outs by TC’s helping or hindering achievement? How do existing afterschool tutoring programs helping my students achieve?

8. Asking the right questions for Purpose driven data collection If I have no data, what do I use as the basis for my instructional decisions? The curriculum map? The text books? GLCE/HSCE? How will I use data to inform my instruction and improve student achievement? How will I determine what data is the most important to use? Is what I’m doing helping my students reach their goals? What results am I getting?

9. Michigan GLCE’s & HSCE’s The content expectations should serve as a guide in the development of appropriate curriculum to meet middle school passing requirements, and provide a foundation for building high school graduation Michigan Merit Curriculum, and the Michigan Merit Examination requirements. Content expectations should not be viewed as a list of items that must be checked off one by one.

10. Depth not Volume

11. Data Teams It’s working there. . .Can it work here?

12. 5 Step Process COLLECT & CHART DATA ANALYZE STRENGTHS, OBSTACLES, PATTERNS, TRENDS OF PROFICIENT AND NON-PROFICIENT STUDENTS (Limited info-Can’t stay on topic-No stamina in reading, etc) ESTABLISH GOALS: Set* Review* Review SELECT INSTRUCTIONAL STRATEGIES, MATERIALS, ASSESSMENT TOOLS DETERMINE RESULTS INDICATORS (Is is working?)

13. Our Data Team What will the Team look like? Who can meet and when and how (face to face, emails, iChat?) Where will we keep our information (Google docs, Moodle, flash drives?) Who will take info back to other members? How will administrator(s) assist us?

14. What to expect of Data Teams Initial Meeting we will . . . Set Roles Establish Norms – set meeting day(s), time, deadlines Understand the purpose and work involved to be successful Understand each component of 5-Step Process Create or select the post/pre-assessment – a common formative assessment

15. Creating the Team Identify members – teachers, para-pros, TCs, tutors Communicate Expectations – values, beliefs, commitments Form Teams – grade level, subject Identify leaders, stakeholders Schedule regular meetings with team & with administration Display data, graphs Create communication system Internal (agenda, minutes, tables charts, graphs) External (reports to all stakeholders)

16. Effective Collaboration Affects Educators Shared beliefs & definitions about student achievement impact the way I teach Share inquiry Study results Commit to action/strategies Continuous improvement Affects Student Achievement

17. What does success look like in my school? Teachers Administrators

18. Common Assessments Consistency Agreed upon expectations Documented in Maps Identify effective practices Alignment Power Standards GLCE/HSCE Successful practitioners sharing their strategies in every area – lecture, labs, projects

19. Roles of Data Team Recorder Take Minutes Distribute information to Data Team Leaders Colleagues & Administrators Focus Monitor Reminds members of tasks , purposes Refocuses dialogue on processes and agenda items Diffuses negative directions

20. Roles of Data Team Members Timekeeper Follows time frames allocated on agenda Keeps members informed of time frames during dialogues Commitment to Purpose

21. Team Roles: Data Technician Translate data into clear, simple graphs Enter information on charts Distribute graphs to team and administrators Provide data forms to members Set dates for when forms must be returned Compute grade level percentages and student totals for content assessment

23. Meets monthly with administrators and other data team leaders

24. Challenges assumptions

25. Believes in data driven decision making process and are committed to success

26. Is a Volunteer/Selected by peers

28. SMART Goals S = Specific M = Measurable A = Achieveable R = Relevant T = Timely

29. Cause Data = % of. . . Student learning goals that are set, reviewed Teaching strategies that support student learning goals Homework – completed successfully, turned in Real-life applications of skills, concepts Reteaching items from test or quiz

30. Tell Your Story: Data Display Display in a Prominent place: Halls, Classrooms, Newsletters Data – State & District Strategies – Adult Actions Analysis – why we’re getting these results

31. In today’s world of accountability, data analysis is essential to measuring student progress and ensuring that gains are being made. Beyond the Numbers: making data work for Teachers & School Leaders by Stephen White, 1005

32. The Leadership & Learning Center Resources – Data Teams (2008) Besser, L. Anderson-Davis, D., Peery, A. et al. Lead & Learning Press, Englewood, CO Beyond the Numbers (2005) White, S. Lead & Learn Press, Englewood, CO. MEAP Data, State of Michigan Compiled by Paula Sizemore, IRC, Data Teams PD