DISTRICT DATA TEAMS

LEADERSHIP STRUCTURE FOR IMPROVING STUDENT ACHIEVEMENT

T I M B E R L A N E R E G I O N A L S C H O O L D I S T R I C T

WHY DO WE NEED TO ESTABLISH A STRUCTURE FOR DATA TEAMS? In schools that have made significant

progress in closing the achievement gap, more than three-quarters (77%) of respondents report discussing data with colleagues at least a few times a month, with about one-third (32%) talking about data a few times a week.

Respondents in non-gap closing schools discuss data far less frequently – just about one-half (47%) only discuss data a few times a year

Oberman & Symonds, 2005

WHAT IS DATA-BASED DECISION MAKING?

Data-Based Decision Making is a school improvement and problem solving approach that …

• uses multiple types of data to help describe or define problems

• Matches curriculum and instruction to assessment data

• Targets intervention

• Informs the allocation resources

• Informs professional development

• Builds a culture of inquiry and continuous improvement

3 TYPES OF DATA TEAMS

District Data Teams

Building Data Teams

Instructional

Data Teams

DATA TEAMS

Effective Data Teams… Team Commitment and Culture Structure Protocols Process

INSTRUCTIONAL DATA TEAMS• Teachers from the same grade level or

discipline• Using data to identify student learning

challenges (formative and summative assessments)

• Teachers work together to plan instructional changes that will result in increased learning

SCHOOL- BASED DATA TEAMS• Examine district data in the context of

district goals• Determine what data review, and how often• Determine what research-based practices to

implement• Review students data (effectiveness data)• Review implementation data (adult data)

• Monitor work of instructional data teams

• Provide input on building Professional Development needs

• Create school data walls• Regularly share building results with

the District Data Team

DISTRICT DATA TEAMS• Cross-departmental• Serve a vital role in establishing the

supports and tools necessary for all district stakeholders to use data more effectively

• Promote the problem solving approach to resolve the technical, communication, and practical issues that accompany data use in the classroom, within the data team, across the school, and throughout the district

FIVE KEY FUNCTIONS OF A DISTRICT DATA TEAM#1 VISION AND POLICY MANAGEMENT

Create and articulate the vision

Set and model expectations

Implement and uphold policies for data use in the district

#2 DATA MANAGEMENT

Identify data to be collected

Manage data infrastructure and access

Design meaningful data displays

#3 INQUIRY, ANALYSIS, AND ACTION

Select or develop models for inquiry and data use that will be used district-wide

Model the inquiry process

STANDARDIZED INQUIRY PROCESS

Understand the Issue

Cycle ofInquiry

and Action

Identify an Issue

DiagnosetheCause

PlanAction

Take Action

Evaluate

#4 PROFESSIONAL DEVELOPMENT

Provide training and professional development to support district departments, principals, school data teams, and in teachers in their use of data

Use data to identify professional development needs

#5 MONITORING AND COMMUNICATION Monitor the progress of the district

toward achieving its vision for data use

Establish the lines of communication necessary for the sharing of results and best practices

OUR VISION Vision

The Timberlane Regional School District Administrative Team will engage in systematic data analysis of student learning P-12 to determine trends, celebrate successes and identify needs to ensure that students are college and career ready.

WHAT DO DATA TEAMS NEED?

• Vision

• Schedules for assessments and meetings

• Dedicated meeting time

• Established representative membership

• Established norms and roles (norms of collaboration)

• Common protocols for gathering and analyzing information

• Established processes for conducting meetings and monitoring decisions made (team roles)

• Oversight

ANSWERING THE FOUR IMPORTANT QUESTIONS1. What do we want all students to learn?

2. How will we know if each student is learning each of the essential skills, concepts, and dispositions we have deemed most essential?

3. How will we respond when some of our students do not learn?

4. How will we enrich and extend the learning for students who are already proficient?

WHAT RESULTS ARE WE GETTING?

What are some possible reasons why?

Data-Driven Dialogue

Phase #1 – Predict Phase #2 – Observe Phase #3 – Infer/ Question

HOW WILL THESE TEAMS SUPPORT OUR WORK?

• Timberlane Action Plans/RTI: Tier 2 Instruction, progress monitoring, targeted intervention

• Establishing Universal Screening

• Program implementation

• Implementation of the Common Core Curriculum

• Determining Professional Development needs

• Identifying trends (longitudinal data)

WHERE ARE WE? AVOIDING RANDOM ACTS OF IMPROVEMENT

• Building administrator capacity

• Data mapping

• Identifying Assessment

• Establishment of structured teams (district and school)

• Mission

• Protocols

• Process

• Creating a Data Dashboard