Download - Data teams
Data teamsThe Basics
Trent Sherman Trey Arvon Samantha VeightsPrincipal Asst. Principal Teacher
Martinsburg High School
Objectives
Teams: What are the roles? Trent Sherman
Data: What do we have? Trey Arvon
Data Team Process: How do we use what we have?
Samantha Veights
Agenda
12:30 – 12:40 Introductions 12:40 Teams: Building a dynasty! 1:05 Data: Crunching the numbers! 1:25 Break 1:40 Data Team Process 2:30 Once Upon A Time: Excellence
in Assessment 3:15 Motivation
“A Professional Learning Community is what we are… Data Teams is what we do!”
Pages 2-3
The Big Picture ProcessExamine
Expectations Curriculum
Map
Common Post
AssessmentAcuity
Post Assessment
As Pre-Assessment
5 Step Data Team
ProcessInstruction
Give Common
Post Assessment
Acuity
Score & Compile
Review & Revise Goals
Start Over
Pg. 8
Which comes first?
The Data
The Team
Which do you feel is the most important?
Team Data
Data Teams
Great teams don’t develop overnight.
Teams - Expectations or Norms
Norms & Expectations
Be on timeBe preparedParticipateRespect others opinionsHave an agenda
Data Teams have a common focus
or common standard, a
common formative assessment, and a common scoring
guide.
Data Team meetings must be scheduled.
What do you need?
Instructional calendar Data Curriculum Map The Process
Roles
Captain or Leader Secretary Time Keeper Data Technician or Data Wall Curator
Pg. 157
What do you discuss?
What effects student performance? 5 minutes – List it.
Which of these can you control? Two columns
We can impact. We have no control.
Data
A Hard Fact: The Importanceof a Results Orientation• The key to the effectiveness of organizations isthe degree to which it uses evidence to drivedecision-making.
• Professional Learning Communities are hungryfor evidence of results - tangible proof studentsare acquiring the intended knowledge, skills,and dispositions. Members of PLCs use thatevidence to inform their practice and drive thecontinuous improvement process of their teamand their school.Rick Dufour
Converting a Hard Factinto a Half-Truth
• Schools need to be more data driven
• In fact, schools have never suffered from a lack of data. Data will never improve schools or the individuals within them unless data are used to inform individual and collective practice.
Rick Dufour
What data do we have?30000 foot data
Westest IIACT/SAT
15000 foot dataExams
10000 foot dataAcuity
1 foot dataQuiz, exit slip, short com.
Assess.
Effect Data vs Cause Data Effect: Student achievement results
from various measurements.
Cause Data: Information based on actions of the adults.
Pg. 30
3-4 Minutes
What CURRENT effect data (student achievement) sources are you currently using in your school?
What CURRENT CAUSE data (adult actions) sources are you currently using in your school?
Pg 157
Doug Reeves
“Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices.”Reeves,
2006
Assessment
Summative Assessment▪ Assessment of learning
Formative Assessment▪ Assessment for learning
Common Formative Assessments STAR Acuity Data Team must formulate
Why Common Assessments?
• Efficiency - by sharing the load, teachers save time.
• Fairness - promotes common goals, similar pacing, andconsistent standards for assessing student proficiency
• Effective monitoring - provides timely evidence of whether theguaranteed and viable curriculum is being taught and learned
• Informs individual teacher practice - provides teachers with abasis of comparison regarding the achievement of their studentsso they can see strengths and weaknesses of their teaching
• Team capacity - collaborative teacher teams are able to identifyand address problem areas in their program
• Collective response - helps teams and the school createtimely, systematic interventions for students
Total Nonsense
We don’t have time to assess our students because we are too busy teaching them. We must cover too much content in too little time, so we can’t assess students more frequently because we can’t afford the loss of instructional time.
Rick Dufour
Hard Facts• Frequent and timely monitoring of studentlearning is an essential part of effectiveteaching.• Good teachers are assessing all the time.• Students and teachers benefit if periodicallyformative assessments are created by acollaborative team of teachers (rather than anindividual) and given to all the students forwhom that team is responsible.Rick Dufour
The Data Team Process
Pg 40
Pair Activity: What do you already know?
Did you meet your goal? Do you continue with the curriculum
or spend time on measurement? Why?
If you were to spend more time on measurement, what additional data/information would you want to know to enhance your instruction?
What might be a better goal to have besides looking at a class average of 80%
The Data Team Process
Pg 40
Step 1: Collect and Chart Data
Where does the data come from??
ACUITY BENCHMARK ASSESSMENTS Math, English, Social Studies, Science
PRE-ASSESSMENTS Same as Post-Assessment
COMMON FORMATIVE ASSESSMENTS Bell Ringers, Short Quizzes, Worksheets,
Homework, Class Activities, etc.
Common Formative AssessmentWe use Common Formative Assessments to: Give timely and specific feedback to
students
Improve professional practice
Identify student educational needs
Evaluate teaching
Formative vs. Summative
FormativeSummative
What do we collect?
Step 2: Analyze Strengths & Obstacles
Proficient Far to goClose to Proficient In need
Ask the right questions. We don’t want your opinion; what does the
data say? Why did the students not achieve proficiency? Where were the errors? What were the errors? Are there common errors? Is there a trend? What is preventing these students from being
proficient? Are there misconceptions about concepts or
skills?
Ask the right questions.
Use the answers to these and other questions to develop a …
SMART GoalSpecific
MeasurableAttainable
ResultsTimely
Step 3
Establish goals: set, review, revise
Establish goals for different students Honors vs. Academic vs. Inclusion Proficient vs. Close to Proficient vs. Far to
go vs. In need
SMART Goal Specific: What will the goal accomplish? How
and why will it be accomplished? Measurable: How will you measure whether or
not the goal has been reached? Achievable: Is it possible? Have others done it
successfully? Will meeting the goal challenge you without defeating you?
Results: What is the reason, purpose, or benefit of accomplishing the goal?
Timely: What is the established completion date and does that completion date create a practical sense of urgency?
SMART Goal
Talk about individual students. Who can we move to the next tier? Who are the students who are
urgent? Revisit your goals
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Algebra II Common Assessment vs Preassessment
Question Number
Perc
ent
Corr
ect
SMART Goal
Broad Goal: I want at least 85% of my students to score proficient on the measurement test
SMART Goal Specific: I will implement collaborative group work in
my classroom Measurable: I will measure their progress through
weekly mini quizzes, homework examples, and bell ringers.
Attainable: I will research best practices and find relevant hands on activities.
Results: Having at lest 85% of my students score proficient will greatly improve their chances of scoring well on the measurement section of the state test
Timely: I will have at least 85% of my students score proficient on the measurement test by __________
SMART Goal SMART Goal: I will research best practices
and find relevant hands on activities that can be implement through collaborative group work in my classroom, while monitoring their progress through mini quizzes, homework, and bell ringers in order to have at least 85% of my students score proficient on the measurement test by ________ so that they may be adequately prepared for the measurement section on the state test.
Step 4: Select Instructional Strategies
Arguably the most important of the 6 steps because it leads to student learning
Strategies are the actions teachers can take for student development
Marzano’s 9 InstructionalStrategies
1. Similarities and Differences The ability to break a concept into
similar and dissimilar characteristics allows students to understand/solve complex problems in a more simple way
Venn Diagram Flow Charts Metaphors Analogies
2. Summarizing and Note Taking Promotes greater comprehension by asking
students to analyze what’s important and put in own words
More notes are better than fewer BUT verbatim note taking is ineffective because it does not allow time to process information
Guided notes Interactive student notebook Cornell notes Frayer Models
3. Reinforcing Effort and Providing Recognition
Teacher’s responsibility to show the connection between student effort and student achievement
Have students make individual goals Have student track their own
progress Have individual conferences with
students
4. Homework and Practice Recommended amount of homework
varies between grade levels and subject material
Establish homework policies Try to give feedback on homework Always review homework in class
5. Nonlinguistic Representatives Students are multi-learners … reach
them on all levels!
Incorporate words and images Use physical models and movements
to represent information
6. Cooperative Learning
Positive effort on overall learning
Large vs. small groups Interests vs. abilities Always have individual AND group
accountability
7. Setting Objective and Provide Feedback
Objectives provide direction of learning
Post objectives and goals so students are aware
Keep feedback timely and specific (corrective in nature)
Rubrics
8. Generating and Test Hypotheses Have students explain their
hypotheses and conclusions
What would happen if …. ? What do you think? Projects/Labs
9. Cues, Questions, Advance Organizers
Pause after asking a question Challenging questions Differentiate instruction
Step 5: Determine Results Indicators
If this works what should we see on our post assessment?
What should our students be able to do?
What should we seeour students doing?
Result Indicators
If we use this strategy/activity ….. Then we can expect _____this______ from our students
Observing students more involved than usual
Data Teams 56
Step 6 Monitor Administer Post-Test and analyze/compare
results Report results to principal
What if the results weren’t what we were looking for? What if we didn’t reach our goal?
What should we still focus on? How do we do that?
Reteach/Remidiation Bell Ringers Homework
Data Wall
Activity-Rate your Data Team Scale of 1 to 5 Sticky Note 1 = lowest 5 = Highest
Epilogue“Once Upon a Time:
A Tale of Excellence in Assessment”By: Rick DuFour
Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 1
61
Collaborative culture Teachers work together to help all students
learn “Essential learning” – curriculum stressed only
10 key concepts each semester Created curriculum pacing guide Made an assessment calendar Developed pre-assessments Developed common assessments with rubrics
Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 1• Team studied results from state assessment
• Reviewed a correlation with their common assessment and state assessment
• If students are successful on common assessments then they will be successful on state assessments
• Identify weaknesses on common assessments
62Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 1• Share instructional and assessment strategies
• Strive to be better
• Mindset – by identifying effective strategies for areas of need, it will help students achieve at higher levels
“It’s just what we do here.”
63Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 2• Established proficiency scores on assessments
• Shift from a general performance to more skill analysis in order to determine areas of proficiency and non proficiency
• Reviewed components of test and offer ideas for teaching and assessing the concepts and skills
• Discuss prerequisite skill needed to be successful
64Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 2• All teach same essential learning and administer
common assessment on the same day
• Debrief on how they thought the unit was going
• Practiced collectively scoring essays for consistency – set guidelines for scoring
“His colleagues were supportive”
65Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 3• Created rubrics and taught them to the students
• Checking for understanding on an ongoing basis
• Question, dialogue, clarify thoughts
• Goal setting for students
• Provide specific feedback
• Teachers shared scores – open and transparent
66Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 3• Shared strategies and techniques
• Reviewed student performance
• Engage in lively dialogue about strategies for teaching concepts more effectively
“Teachers were extremely open with their results.”
67Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 4• Celebrate successes
• Implement improvement strategies
• There will always be the lowest 10% items – attack them – mindset of continuous improvement
• Provide feedback and allow students to redo until they reach achievement
68Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 4• Provide time and support for learning during the
day
• Clear expectation that all students can demonstrate they have learned the essential skills
• Steps:-work in teams-develop common formative assessments-align assessments with state/national assessments 69
Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 4• Steps:
-Use results to guide instruction-Identify what skills are needed for success-Regroup students-Provide specific feedback-Give additional opportunities to demonstrate proficiency
• Clear message to students – “They are required to learn rather than invited to learn.”
70Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 5• More efficient time to work collaboratively
together to plan, gather materials and develop assessments
• All students have access to the same curriculum, same assessments of equal rigor, evaluate uniformly
• Self evaluative of one’s own strengths and weaknesses
71Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 5• Shift in mindset…assessment enhances learning
• Shift in mindset…there are school cultures and structures that are more effective for helping students learn
• Willingness to change the assumption and practices that have characterized public education for years
• Assessment can help build a collaborative culture
72Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401
A Tale of Excellence….Group 5• “All kids can learn”
• Schools can be a place where even the adults could learn
“Assessment can fuel continuous improvement and serve as the driving engine for transforming a school.”
73Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401