Teacher Data Teams

1. Teacher Data Teams . .

2. 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 It is all about instruction, bottom line is student achievement. How can we get better at what we do? We want to be a leading school – obtaining high results, but also have a high understanding of the antecedents to increased student achievement (not just lucky) – and therefore the replication of success is likely.It is all about instruction, bottom line is student achievement. How can we get better at what we do? We want to be a leading school – obtaining high results, but also have a high understanding of the antecedents to increased student achievement (not just lucky) – and therefore the replication of success is likely.

3. 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 The ‘why’ behind teacher data teams. Notes from the Data Team Summit. Only high implementation yields gains. Deep implementation at a high performing school yields 3X the gains. 90% faculty participation: 3-5 times higher achievement gains than 10% faculty participation. High poverty schools – 90% or more – 90% minority – but 90% at proficiency OGL These schools have a laser like focus on achievement Collaborative scoring Non fiction writing Multiple opportunities for success Not too many initiatives – implement deep MOVING TO 100 100 100! The ‘why’ behind teacher data teams. Notes from the Data Team Summit. Only high implementation yields gains. Deep implementation at a high performing school yields 3X the gains. 90% faculty participation: 3-5 times higher achievement gains than 10% faculty participation. High poverty schools – 90% or more – 90% minority – but 90% at proficiency OGL These schools have a laser like focus on achievement Collaborative scoring Non fiction writing Multiple opportunities for success Not too many initiatives – implement deep MOVING TO 100 100 100!

4. 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 These are the Four DuFour PLC questions (with the instructional component added). Suntree: Already had gone through the growing pains (culture of PLCs school wide, developed infrastructure of intervention block outside the core, weekly Teacher Data meetings already in place – with a focus on Tier 1 two times a month; Tier 2 one week, and a Field Trip to observe other faculty and best practices throughout school. These are the Four DuFour PLC questions (with the instructional component added). Suntree: Already had gone through the growing pains (culture of PLCs school wide, developed infrastructure of intervention block outside the core, weekly Teacher Data meetings already in place – with a focus on Tier 1 two times a month; Tier 2 one week, and a Field Trip to observe other faculty and best practices throughout school.

5. Our Goal: To Increase Student Learning How do we do this? By improving instruction! Goal to increase student learning. There are two parts to improving instruction – the ‘what’ is the standards and the ‘how’ is the good teaching. We are going to continue to work on the ‘how’ from the ‘what’ we just experienced with Theresa Phelps (Writing Resource Teacher), as we just examined our focus standards in writing. Goal to increase student learning. There are two parts to improving instruction – the ‘what’ is the standards and the ‘how’ is the good teaching. We are going to continue to work on the ‘how’ from the ‘what’ we just experienced with Theresa Phelps (Writing Resource Teacher), as we just examined our focus standards in writing.

6. Teacher Data Team Process The goal is to improve student learning and student achievement. The data team process – described as short term instructional data teams that are tactical and very technical in nature, gets you from the standards to the instruction. The goal is to improve student learning and student achievement. The data team process – described as short term instructional data teams that are tactical and very technical in nature, gets you from the standards to the instruction.

7. Teacher Data Team Process Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater This is the process. Chris Reed, AP Suntree Elementary – “You need to get to step 4, otherwise you are just talking.” It is possible to get through these steps in one data team meeting with incredible organization and leadership. This keeps the meetings all about data, instruction, and student learning. This is the process. Chris Reed, AP Suntree Elementary – “You need to get to step 4, otherwise you are just talking.” It is possible to get through these steps in one data team meeting with incredible organization and leadership. This keeps the meetings all about data, instruction, and student learning.

8. A Moment to ReflectThink about your Teacher Data Teams this year. How can you deepen your implementation? Just at your table, reflect on your Teacher Data Team Process. Some teams may be more successful than others even within your building. What successes do you have? How can you scale that out to the whole building? If you could raise the bar, what would you like to see happen next year in terms of your instructional staff meetings? Just at your table, reflect on your Teacher Data Team Process. Some teams may be more successful than others even within your building. What successes do you have? How can you scale that out to the whole building? If you could raise the bar, what would you like to see happen next year in terms of your instructional staff meetings?

9. 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 Theresa Phelps – Writing Resource Teacher – helped teachers look at the writing standards to develop FOCUS standards.Theresa Phelps – Writing Resource Teacher – helped teachers look at the writing standards to develop FOCUS standards.

10. 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

11. Next Step: Alignment These were Suntree’s standards across the grade levels.These were Suntree’s standards across the grade levels.

12. Some Examples of FOCUS Standards Note: The introduce …. Note: The introduce ….

13. 1st Grade

14. 2nd Grade

15. 4th Grade

16. 6th Grade

17. Where Do We Start? Introduction to Data Team Process Team Developed Norms Roles of all members Scheduling Minutes Agenda Already had established the culture Infrastructure already established (90 minute reading with 30 minutes outside the block) Weekly Teacher Data Team meetings, etc Defining roles and what they mean. We will model the facilitator this time .. But they need to determine who will do the rest this time. RECORDER: Captures thinking during the meeting. Best if typed during meeting and displayed as we go. (Jayna will make a template to make this easier). After meeting, tweaks and formats, distributes to administration and TDT members within 24 hours. TIME KEEPER: Will have a copy of the agenda (with anticipated time in minutes) to help keep time – give 2 or 1 minute warnings. Has permission to do this and help us keep on track. During the meetings, Chris demonstrated this and Jayna (facilitator) also kept moving along the meeting. FOCUS MONITOR: Will have a copy of the agenda in order to know the topic being discussed). Has permission to keep the dialogue on track. Chris and Jayna. ALL MEMBERS: will agree to norms, contribute, etc. Already had established the culture Infrastructure already established (90 minute reading with 30 minutes outside the block) Weekly Teacher Data Team meetings, etc Defining roles and what they mean. We will model the facilitator this time .. But they need to determine who will do the rest this time. RECORDER: Captures thinking during the meeting. Best if typed during meeting and displayed as we go. (Jayna will make a template to make this easier). After meeting, tweaks and formats, distributes to administration and TDT members within 24 hours. TIME KEEPER: Will have a copy of the agenda (with anticipated time in minutes) to help keep time – give 2 or 1 minute warnings. Has permission to do this and help us keep on track. During the meetings, Chris demonstrated this and Jayna (facilitator) also kept moving along the meeting. FOCUS MONITOR: Will have a copy of the agenda in order to know the topic being discussed). Has permission to keep the dialogue on track. Chris and Jayna. ALL MEMBERS: will agree to norms, contribute, etc.

18. Our Schedule/Timeline Thurs. 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 This is the timeline Suntree used and shared with the faculty March 22, 2011. This is the timeline Suntree used and shared with the faculty March 22, 2011.

19. Teacher Data Team MeetingsApril 19th, 2011 This is a copy of the posted agenda. Went over in first minute of every meeting. This is a copy of the posted agenda. Went over in first minute of every meeting.

20. Step 1: Collect and Chart Data Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater Go over the points on the HANDOUT – get them familiar with this because this is what they will have when the go back to do in August. Explain that by the Meeting Time, Data has already been charted according to proficiency areas, classes, number and percentage of students, any important subgroups, etc. This takes 2 minutes to go over in the meeting. Go over the points on the HANDOUT – get them familiar with this because this is what they will have when the go back to do in August. Explain that by the Meeting Time, Data has already been charted according to proficiency areas, classes, number and percentage of students, any important subgroups, etc. This takes 2 minutes to go over in the meeting.

21. 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 REFER TO HAND OUT to go over the checklist in Step 2. Noting that this is one of the important parts of the meeting – plan to spend some time here. It was amazing to see the teachers glance through the student work samples for evidence to support their discussion of strengths in the proficiency areas. REFER TO HAND OUT to go over the checklist in Step 2. Noting that this is one of the important parts of the meeting – plan to spend some time here.

22. 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 You will already have SMART goals in your SIP plan. However, this is a short term goal for the approaching unit of instruction (tied to the standards). This is how we can make our core Tier 1 more effective throughout the year – meeting short term SMART goals, in order to meet the large overall SMART goal in our SIP plans in the content areas. You will already have SMART goals in your SIP plan. However, this is a short term goal for the approaching unit of instruction (tied to the standards). This is how we can make our core Tier 1 more effective throughout the year – meeting short term SMART goals, in order to meet the large overall SMART goal in our SIP plans in the content areas.

23. 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 This is key – refer to hand out on STEP 4: Instructional Strategies and questions. This is the KEY to our TDTs, using DATA to Inform Instruction. This is key – refer to hand out on STEP 4: Instructional Strategies and questions. This is the KEY to our TDTs, using DATA to Inform Instruction.

24. 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) Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater In other words, how will we know this strategy is working? What are the look-fors? Describe – put in the minutes.In other words, how will we know this strategy is working? What are the look-fors? Describe – put in the minutes.

25. We charted as we went along: Reed: Summarized the whole process – notice here we had one class that was way off from the others. So we looked at the overall grade level. ….. There were three classes in 5th 116 students 70% proficiency Goal: looked at the number of students scoring Level 3 and made the goal to increase students scoring Level 4. Left these in data room for all teachers to see K-6 perspectiveReed: Summarized the whole process – notice here we had one class that was way off from the others. So we looked at the overall grade level. ….. There were three classes in 5th 116 students 70% proficiency Goal: looked at the number of students scoring Level 3 and made the goal to increase students scoring Level 4. Left these in data room for all teachers to see K-6 perspective

26. 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? We all don’t think we have time for this – but this was the best use of a TDT … not just reporting data, but we began to talk about instruction, our standards, and how we are going to address proficiency as a grade level and content area. If you don’t think you have time for this – this school began right BEFORE FCAT – DURING FCAT, and wrapping up AFTER FCAT when typically instructional focus tends to lessen. We all don’t think we have time for this – but this was the best use of a TDT … not just reporting data, but we began to talk about instruction, our standards, and how we are going to address proficiency as a grade level and content area. If you don’t think you have time for this – this school began right BEFORE FCAT – DURING FCAT, and wrapping up AFTER FCAT when typically instructional focus tends to lessen.