Teaching-Centered Instructional Data Teams

Erin Baileybailey@educationconnection.org

EBailey, Education Connection 2

Objectives:Participants will…

• Understand how the data team model works• Understand the connection between adult

actions and student outcomes

• Seek a change in professional practice to enhance student achievement

EBailey, Education Connection 3

Let’s get thinking…

• What are the characteristics of effective collaboration?

• What are the products that result from effective collaboration?

Collaborate… co+ labor

Adapted from ALareau

EBailey, Education Connection 4

The Leadership & Learning Center Matrix (Reeves)

Effects/Results (stud.out.)

LuckyHigh results, low understanding of antecedentsReplication of success unlikely

LeadingHigh results, high understanding of antecedentsReplication of success likely

LosingLow results, low understanding of antecedentsReplication of failure likely

LearningLow results, high understanding of antecedentsReplication of mistakes unlikely

Antecedents/Cause Data (Adult Actions)

EBailey, Education Connection 5

Principles of the Matrix

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.

EBailey, Education Connection 6

A quick word on ROLES, NORMS AND AGENDAS

• Take a look at the models provided

• Discuss with a partner or group• Ask questions!

EBailey, Education Connection 7

The Teaching Centered way…Determine the

school-wide concern

Identify the Problem(s) of

Practice

Develop and Implement a

Plan of Action

Define measures of

improvement

Monitor impact of Adult

Actions

EBailey, Education Connection 8

Aligning to benefit teaching practice and student achievement

Identify the problem of practice through student work analysis

Brainstorm and select instructional strategies which will impact the Problem of Practice

Develop a plan of action and define measures of

ImprovementCollect and chart data and

set a SMART goal

Monitor impact of Adult Actions

Celebrate successes

EBailey, Education Connection 9

Learner Centered Problem

• 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 et.al. 2010)

EBailey, Education Connection 10

Problem of Practice

• 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 et.al. 2010)

EBailey, Education Connection 11

What do we want our students to…

• Know?

• Understand?

• Be able to do?

12

KUDsKNOW

• Facts• Vocabulary• Dates• Places• Names

Carol Tomlinson

UNDERSTAND• Concepts• Macro-Concepts• Principles• Content-Specific laws• Statements of Truth

DO• Discipline-Specific Skills• Thinking Skills• Planning Skills• Collaboration Skills

EBailey, Education Connection

Sample ELA/Literacy CCSS

CCSS.2.R.L.2 • Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral.

13

KNOW• Prior

knowledge

UNDERSTAND• nouns

DO• verbs

EBailey, Education Connection

Sample Math CCSS

CCSS.2.MD.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

14

KNOW UNDERSTAND DO

EBailey, Education Connection

15

KUDsKNOW UNDERSTAND DO

EBailey, Education Connection

Unwrapping Standards vs Identifying KUDs

Unwrapping Standards• Usually done by central

office personnel/SDE• Identifies “big ideas”

essential questions, and concepts, by grade level

• May be accompanied by the development of common assessments

16

Identifying KUDs• Completed by classroom

teacher (s) of a targeted unit• The process may capitalize on

the essential questions and large conceptual understandings completed by central office/SDE

• Takes a “finer-grain” approach to identifying what students should know, understand and be able to do at the completion of a unit

EBailey, Education Connection

17

Understanding KUDs

Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.

Definition ExamplesKnow Most often

represented in bullet form:• Facts• Dates• Definitions• Rules• Names of people• Places

• There are 50 states.• Thomas Jefferson• 1492• The Continental

Divide• Multiplication tables• Rules of soccer• Primary colors

EBailey, Education Connection

18

Understanding KUDs

Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.

Definition Examples

Under-stand

Best stated “I want students to understand THAT..”• Big Ideas• Essential

Understandings• Principles• The “point” of a

discipline

• Multiplication is another way to do addition.

• People migrate to meet basic needs.

• System parts are interdependent.

• Writers use tools to shape their craft.

EBailey, Education Connection

19

Understanding KUDs

Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.

Definition ExamplesDo The skills of a

discipline, including:• Basic skills• Communication• Thinking

(analytical, critical, creative)

• Planning• Evaluating

• Analyze a text for meaning

• Solve a problem to find perimeter

• Write a well-supported argument

• Contribute to the success of a group

• Sort buttons into two piles

EBailey, Education Connection

EBailey, Education Connection 20

Creating a Common Assessment

• Take a look at the sheet provided• Let’s look at a few examples of Common

Assessments (pre/ post)• What’s a summative? a benchmark?

EBailey, Education Connection 21

Looking at Student Work (LASW)The Collaborative Assessment

Conference

• Getting started• Describing the work• Asking questions about the work• Speculating about what the student is

working on• Hearing from the presenting teacher• Discussing implications for teaching

and learning• Reflecting on CAC• Thank the presenting teacher

EBailey, Education Connection 22

Research Based Instructional Strategies• Identifying Similarities and Differences• Summarizing and Note taking• Reinforcing Effort and Providing Recognition• Homework and Practice• Nonlinguistic Representations• Cooperative Learning• Setting Objectives and Providing Feedback• Generating and Testing Hypotheses• Cues, Questions, and Advance Organizers• Nonfiction Writing• CRISS strategies

EBailey, Education Connection 23

Evidence of Instructional Strategy Implementation

Student performance

Strategy implemented

What adults are doing (audible and observable)

What students are producing

What classroom formative assessments indicate. Describe how student work is improving

Goal

Proficient

Far to go

In need of extensive support

EBailey, Education Connection 24

Where do we start?1. Creating a Common Assessment and Analyzing Student work using the Collaborative Assessment Conference Protocol

2. Collect evidence of Instructional Strategy Implementation

EBailey, Education Connection 25

Questions?

• Next up,–Goal upon returning to school, set up roles and

norms. Focus on analyzing student work and collecting evidence of instructional strategy implementation

– CHECKING in at Forbes on 12/12, Vogel Wetmore on 12/14 and Southwest on 12/16

– ALWAYS available for questions or help via email or phone

• bailey@educationconnection.org• 860-567-0863 x223