Teacher Data Teams
description
Transcript of Teacher Data Teams
Teacher Data Teams FOR RTI MODULE 5
What is a Teacher Data Team?
• Data Teams are collaborative teams designed to improve teaching, learning and leadership.– Laura Besser
• Data teams are the single best way to help educators and administrators move from ‘drowning in data’ to using information to make better instructional decisions. – Doug Reeves
Why Use Teacher Data Teams?
• It is what teachers and leaders do that matters the most
• Schools get better outcomes when they focus and learn from that focus
- 90 % minority- 90 % poverty- 90 % at or above proficiency, On Grade Level
Standards
A Constant:Our job description
• What do students need to know and be able to do? Standards
• How will we teach this? Instruction – adult behavior
• How will we know if they have learned it? student behavior - assessments and ‘look-fors’ in student work/learning
• What will we do if they already know it or don’t learn it? differentiate, intervene
Our Goal: To Increase Student Learning
How do we do this? By improving instruction!
How (Good teaching)
What (Standards)
There are two components to improving instruction:
Teacher Data Team Process
Standards Classroom Instruction
Teacher Data Team
Process
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
Teacher Data Team Process
1. Collect/Chart Data
2. Analyze strengths and
obstacles
3. Set SMART goal(s) for
improvement
4. Determine Instructional
strategies
5. Determine results indicators
FOCUS Standards
Monitor and Evaluate Results
Begin Cycle Step 1
A Moment to Reflect
Think about your Teacher Data Teams this year. How can you deepen your implementation?
Setting “FOCUS” Standards in Writing
• “FOCUS” on standards, K-6– Met with each grade level– Reviewed writing standards– Determined which standards would be the ‘focus’
(approximately 5-7)– Charted and displayed focus standards to show
continuum
Setting “FOCUS” Standards in Writing
• Purpose– Define areas of emphasis– Provide seamless progression from one grade to
the next– Recognize grade-level focus, resulting in a
school-wide response
Next Step: Alignment
Some Examples of FOCUS Standards
1st Grade
2nd Grade
4th Grade
6th Grade
Where Do We Start?
• Introduction to Data Team Process
– Team Developed Norms– Roles of all members– Scheduling– Minutes– Agenda
Our Schedule/TimelineThurs. 3/24 Writing Prompt (New baseline)
Fri. 3/25 – Tues. 4/12 Collaboratively Score Writing Enter scores into A3
Tues. 4/19 Teacher Data Teams: Steps 1-5
Wed. 5/4 Administer Final Writing Prompt
Thurs. 5/5 – Fri. 5/13 Collaboratively Score Writing Submit Scores to Jayna
Tues. 5/17 Teacher Data Teams: Step 6
Teacher Data Team MeetingsApril 19th, 2011
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
Step 1: Collect and Chart DataTeacher
(#) STUDENTS
TAKING PRE-ASSMNT
(#) and %
PROFICIENT or HIGHER
(4-5-6)
(#) and %
JUST BELOW PROFICIENT
(3)
(#) and %
BELOW PROFICIENCY
(2)
(#) and %
Far to Go (0-1)
A (18) (18) 100%
B (18) (15) 83% (1) 6% (2) 11%
C (8) (6) 75% (1) 12.5% (1) 12.5%
Etc. Data Charted Before Meeting; Presented for All Classes In Grade Level: 2 Minutes in TDT
Grade Level
(91) (70) 77% (16) 18% (5) 5%
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
Step 2: Analyze Strengths and Obstacles
• For each proficiency area:- Identify things WE can influence and do something about
- Determine why - Determine strengths across all proficiency
areas - Determine and identify needs and
misconceptions across all groups
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
Step 3: Establish, Review, or revisit SMART GOAL
• The percentage of ______ (grade) _________ (content area) students scoring proficient or higher will increase from ______ (baseline) to _________ (target goal) by _______ (date) as measured by ________ (assessment) given on ________ (date).
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
Step 4: Determine Instructional Strategies
• What specific strategies are going to be used to address the identified needs (from Step 2)
• Link instructional strategies to specific needs for each performance group (differentiate)
• Describe who, what, when, how long, etc.• Prioritize
Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater
5. Determine Results Indicators
For each instructional strategy planned, ask,
When this strategy is implemented successfully, what will the adult behavior look like?
What will the students be doing?
What are the ‘look-fors’ in the student work? (Evidence that it is working)
We charted as we went along:
Post-Test Analysis TDT
• How did we do?• Did we meet our goal? • What are we going to do for the students who
are still not proficient? (Tier 2/3 Intervention)• How are we going to maintain proficient
students while we move on through the next instructional standards?