Collaborative Data Teams Growing to Learn & Learning to Grow Eugene Field Elementary Kindergarten-4 th grade Maryville, Missouri

First, the test! Next, the results! Now, what?

Collaborative Data Teams EFE Background 500 students Kindergarten-4 th 60 Preschoolers Typically 5 sections per grade level Professional Learning Community (Year 7) – Teams collaborate weekly

Collaborative Data Teams Growing to Learn & Learning to Grow Varying instruction and materials used from one classroom to the next Students not retaining information Inconsistency in student grades and assessments Teachers working extremely hard, but still showing little growth on MAP assessments

Collaborative Data Teams Essential Outcomes How many years has your school worked with essential outcomes or power standards? A) What’s that? B) We started this year C) 2-3 years D) More than 3 years

Collaborative Data Teams Training PLC Team (small group) Whole group Facilitators through (NWRPDC) Collaborative grant

Collaborative Data Teams Common Assessments Philosophy Development Alignment Implementation Continuous reflection

Collaborative Data Teams Data Meetings Twice per quarter Data deadline NWRPDC Facilitator Discussion on strategies Transparency of data Our kids; not my kids, your kids

Collaborative Data Teams Data Team Process

Collaborative Data Teams Meeting Protocol

Collaborative Data Teams Benefits Data is systematically used to guide our instruction – No longer assessing just to assess – Monitor student mastery and retention – Consistency in curriculum (strategies & materials) Teachers more accountable: – Pacing guide – Data notebooks Students more accountable: – Set goals – Data notebooks

Collaborative Data Teams Growing to Learn & Learning to Grow Eugene Field Elementary K-4

Collaborative Data Teams Data Collection: Common Assessments

Collaborative Data Teams Data Collection: Checkpoints

Collaborative Data Teams Progress Reporting

Collaborative Data Teams Data Analysis

Collaborative Data Teams How would your staff respond to entering assessment data in this way? A) We have a similar system in place B) They would embrace it C) They would grumble, but dang that line “other duties as assigned” D) Fight it, ignore it, or throw their computers out the window

Collaborative Data Teams How would your staff respond to this level of transparency of data: teacher names on the wall identifying their class scores? A) We already have a similar system B) They would embrace it and see it as a chance to grow as an instructor C) They would grumble, but live with it D) Attend meetings with a bag over their heads

Collaborative Data Teams Before & After Before Data TeamsAfter Data Teams Progress was reported based on unit tests immediately following a unit of study. Content may or may not have been revisited Progress is reported on skills throughout the year encouraging spiraling of content. Reams of paper consumed on worksheets at the end of quarter for extra assessment data. A single packet and a handful of addition sheets of paper per student to monitor progress. 1-2 week assessment period1-2 day assessment period MAP Prep – Cram & JamNo need to quickly review skills since it has been done all year.

Collaborative Data Teams Questions & Feedback How could you use this information in your teaching ? If you would like any additional info please