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The Basics. Data teams. Trent Sherman Trey Arvon Samantha Veights Principal 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?

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the basics
The Basics

Data teams

Trent Sherman Trey Arvon Samantha Veights

Principal Asst. Principal Teacher

Martinsburg High School

objectives
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
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
which comes first
Which comes first?
  • The Data
  • The Team
data teams
Data Teams
  • Great teams don’t develop overnight.
norms expectations
Norms & Expectations

Be on time

Be prepared

Participate

Respect others opinions

Have an agenda

slide12
Data Teams have a common focus or common standard, a common formative assessment, and a common scoring guide.
what do you need
What do you need?
  • Instructional calendar
  • Data
  • Curriculum Map
  • The Process
roles
Roles
  • Captain or Leader
  • Secretary
  • Time Keeper
  • Data Technician or Data

Wall Curator

Pg. 157

what do you discuss
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.

a hard fact the importance of a results orientation
A Hard Fact: The Importanceof a Results Orientation

• The key to the effectiveness of organizations is

the degree to which it uses evidence to drive

decision-making.

• Professional Learning Communities are hungry

for evidence of results - tangible proof students

are acquiring the intended knowledge, skills,

and dispositions. Members of PLCs use that

evidence to inform their practice and drive the

continuous improvement process of their team

and their school.

Rick Dufour

converting a hard fact into a half truth
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

effect data vs cause data
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
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
Doug Reeves

“Only by evaluating both causesand 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
Assessment
  • Summative Assessment
      • Assessment of learning
  • Formative Assessment
      • Assessment for learning
common formative assessments
Common Formative Assessments
  • STAR
  • Acuity
  • Data Team must formulate
why common assessments
Why Common Assessments?

• Efficiency - by sharing the load, teachers save time.

• Fairness - promotes common goals, similar pacing, and

consistent standards for assessing student proficiency

• Effective monitoring - provides timely evidence of whether the

guaranteed and viable curriculum is being taught and learned

• Informs individual teacher practice - provides teachers with a

basis of comparison regarding the achievement of their students

so they can see strengths and weaknesses of their teaching

• Team capacity - collaborative teacher teams are able to identify

and address problem areas in their program

• Collective response - helps teams and the school create

timely, systematic interventions for students

total nonsense
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
Hard Facts

• Frequent and timely monitoring of student

learning is an essential part of effective

teaching.

• Good teachers are assessing all the time.

• Students and teachers benefit if periodically

formative assessments are created by a

collaborative team of teachers (rather than an

individual) and given to all the students for

whom that team is responsible.

Rick Dufour

pair activity what do you already know
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%
step 1 collect and chart data
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 assessment
Common Formative Assessment

We use Common Formative Assessments to:

  • Give timely and specific feedback to students
  • Improve professional practice
  • Identify student educational needs
  • Evaluate teaching
formative vs summative
Formative vs. Summative

Formative Summative

step 2 analyze strengths obstacles
Step 2: Analyze Strengths & Obstacles

Proficient Far to go

Close to Proficient In need

ask the right questions
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 questions1
Ask the right questions.
  • Use the answers to these and other questions to develop a …

SMART Goal

Specific

Measurable

Attainable

Results

Timely

step 3
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
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 goal1
SMART Goal
  • Talk about individual students.
  • Who can we move to the next tier?
  • Who are the students who are urgent?
  • Revisit your goals
smart goal2
SMART Goal
  • Broad Goal: I want at least 85% of my students to score proficient on the measurement test
smart goal3
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 goal4
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
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 Instructional

Strategies

1 similarities and differences
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
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
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
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
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
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
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
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
9. Cues, Questions, Advance Organizers
  • Pause after asking a question
  • Challenging questions
  • Differentiate instruction
step 5 determine results indicators
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 see

our students doing?

result indicators
Result Indicators
  • If we use this strategy/activity ….. Then we can expect _____this______ from our students
  • Observing students more involved than usual

Data Teams

step 6 monitor
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
activity rate your data team
Activity-Rate your Data Team
  • Scale of 1 to 5
  • Sticky Note
  • 1 = lowest
  • 5 = Highest
slide60
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
A Tale of Excellence….Group 1
  • 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 11
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 12
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.”

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 2
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 21
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”

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 3
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 31
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.”

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 4
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 41
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 42
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.”

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 5
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

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 51
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 educationfor years
  • Assessment can help build a collaborative culture

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

a tale of excellence group 52
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.”

Berkeley County Schools . 401 South Queen Street . Martinsburg, WV 25401

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