What are Instructional Data Teams?  a small grade-level, department, course-alike, or organizational team (joined together through the use of a common formative assessment)  an on-going process in which educators work collaboratively in recurring cycles to achieve better results for students  examines work generated from a common formative assessment to improve individual practice, build capacity, and intervene on behalf of students

How can we be sure each student has access to the same knowledge and skills regardless of who is teaching the standard/benchmark?

MEETING 1  First meeting of the year  Only occurs one time  Establish norms  Explain Data Teams process and rationale  Team decides which data initially to examine or focus on

The Data Team Process Adapted from: The Leadership and Learning Center Unpack priority standards and have common understanding Develop curriculum map or pacing guide Develop common formative pre- and post- assessment Administer PRE- assessment Step1: Collect and chart data Step 2: Analyze data to prioritize needs Teach students common strategies Administer POST-assessment

Unpack priority standards and have common understanding Develop curriculum map or pacing guide MEETING 2

 What are we attempting to measure/monitor?  Does our assessment measure the skills and/or concepts that we need to monitor?  What is a sample of a proficient response?  Do we know what we consider proficient?  Do we agree on what proficiency looks like?  Do we have a common understanding of the rubric/scoring?  Identify date to administer pre-assessment and determine when the results are due to team leader. MEETING 2 Develop common formative pre- and post- assessment Administer PRE- Assessment

Step1: Collect and chart data MEETING 3

Step 2: Analyze data to prioritize needs * What are the critical areas of concern as evidenced in the student work? * This step goes beyond labeling students and should lead to inferences about student performance.

Meeting 3  S pecific  M easurable  A chievable  R elevant  T imely

Meeting 3 Which strategies will have the greatest impact on student learning based on the needs identified in Step 2? What strategies are individual teachers implementing with a high degree of success and should be replicated? How will teachers implement the strategies? At least one research-based effective instructional strategy must be agreed upon and immediately implemented to enhance student learning.

Meeting 3  Results indicators state the evidence that the agreed upon strategies are being implemented effectively.  “It isn’t the method that determines whether the assessment is summative or formative, it is how the results are used.” Solution Tree

Meeting M

 Are we on track to reach our goal?  If students will not be able to achieve the goal, analyze why and determine best next steps.  Are the agreed upon strategies having the desired impact on student learning?  Do all members know how to implement the chosen strategies/actions correctly & effectively?  Any enhancements or a-has during the use of the strategies?  Are students increasing their level of proficiency?

Meeting 4 Post-assessment data is submitted to the team leader for graphing before this meeting. The main questions focus on whether students improved and the degree of the improvement. Are there still some students who now should receive intervention? Administer POST- assessment

How can we be sure each student has access to the same knowledge and skills regardless of who is teaching the standard/benchmark?

Resources  Peery, Angela (2011). The Data Teams Experience A Guide for Effective Meetings. Englewood, CO. The Leadership and Learning Center.  DuFour, R & R. (2011, Dec. 12). New Insights on How Effective PLCs at Work Improve Schools. Solution Tree.com  Besser, L., Anderson-Davis, D., Peery, Angela (2008). Data Teams. Englewood, CO. The Leadership and Learning Center.