For Supporting Effective Data Teams June 2015

For Supporting Effective Data Teams June 2015
Welcome! A Blueprint 8:15am For Supporting Effective Data Teams June 2015

Using our knowledge of Assessment for Learning (CASL, Stiggins)
Where are we going? Where are we now? How can we close the gap?

Lucky Leading Losing Ground Learning The L2 Matrix & Data Teams
Achievement of Results Losing Ground Plug - teacher learning = increased student success. As well as sense of calm, control, elimination of things from the “plate” Learning Understanding Antecedents of Excellence

Objectives Examine each step of the process
Quick Write: On your agenda -Write one strength and one area for growth for your team that you are already aware of Examine each step of the process Reflect on your current practices Determine strengths and areas of need in your current team process to ensure student success Focus on building capacity, not having just a few experts! Engagement Strategy: Quick Write

Norms Pull your own learning wagon Be mindful about time
Technology has become one of our best assets and liabilities… Please set aside until prompted Signal Word: Reflection

The Importance of Guiding Principles
“As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” – Ralph Waldo Emerson Circle grasps principles

Purpose Statement from The Dufours
… is an ongoing process in which educators (teachers and administrators) work collaboratively in recurring cycles of collective inquiry and action research to support the learning of each and every student. From Learning by Doing-Dufours - this is a great example of the principles and terms we just mentioned. Is the message the same? The terms may be different but supporting students is the heart.

The TEAM PROCESS “Where are we going?”

What do you do now when you have data (cause or effect)?
Brainstorm on their own, reveal each step. Build awareness - connect to what you already do. Plan - Data doesn’t magically fall into your hand. Make a plan for what we need to teach, and what information we need to gather Organize data - Let’s face it, data is easier to look at when organized. Analyze and Prioritize - Dive deeper into the student work, look beyond the # correct or percentage, prioritize what we want to accomplish first. STUDENT STRENGTH! Strategy Selection - teacher favorite, match strategy to what students need. Results indicators - refer to L2 matrix, If your job depended on it, could you replicate it? How do we know it worked? Thoory of action - we we ____, then ____ will happen. Scientific process, reducing the guess work in teaching. Brainstorm: What do you do now when you have data (cause or effect)?

The Team Process Sheet Show the example, talk about about how it’s a scaffold for them

The BEST Observation Tool EVER!

Step 1: Plan and Prepare Instruction
Identify priority standards or behavior targets Deconstruct standard (Hint: Use your resources!) Determine what the standard is asking students to: Understand Know Be able to do Meagan Plan and prepare instruction

Deconstructing a standard to ensure links between: Enduring understanding Essential questions Content and vocabulary Student Learning Targets Assessments Instructional Strategies Plan and prepare instruction This procedure supports lesson design and CFAs!

Determine what proficiency looks like for the standards Create a common assessment that assesses the standards at the appropriate Depth of Knowledge and Blooms Level Create a scoring rubric that defines the levels of proficiency Administer the assessment Calibrate scoring -Proficiency is not the best one in the class, determine what it is before you give the assessment. -Rubric so that you’ll be able to communicate with students about where they are and what they need to do in order to be proficient. Calibrate 3-5 papers - hold up fingers, talk about time saved - teams who score together all papers all the time won’t have time to complete the cycle. Backward Design Model by McTighe and Wiggins What do you want students to Know, Understand, and Be Able to Do? How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard. How will you know if a student is meeting the specific standard or their performance objective? What are the key qualities you are looking for in this work? How would you describe the criteria for meeting this standard or objective? Address using a post-assessment as a pre-assessment— T: My students won’t know anything, anyway. C: May I please borrow your crystal ball? -Or- What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills? Plan and prepare instruction

Step 1: Plan and Prepare Instruction Considerations
Have the standards been deconstructed so that skills and concepts in CFAs are explicitly linked to a standard? Were CFAs created so that students’ prior learning is captured, providing teachers with baseline performance? What resources were used to create CFAs (SBAC, unit test, Engage NY, District Resources)? Talk about district resources as a place to start - not Pinterest, google, Teacher’s Pay teachers. Plan and prepare instruction

Step 1: Plan and Prepare Instruction Considerations
Have teachers taken the CFA to check for clarity and to better infer when students will struggle? Have clear criteria been identified (cut-off scores) for each group of students? Hint: 100% does not equal Exceeding How will CFA results be shared with students? How will students demonstrate their learning? -Take their own test in the environment, as an individual, not a collective. Some teachers will get it wrong. -Clear criteria - 100% is not exceeding, proficiency is not perfection. -Kids are not empty vessels, they have strengths - write assessments for them to show what they know. Plan and prepare instruction

(Explain Background Noise) :) Backward Design Model by McTighe and Wiggins What do you want students to Know, Understand, and Be Able to Do? How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard. How will you know if a student is meeting the specific standard or their performance objective? What are the key qualities you are looking for in this work? How would you describe the criteria for meeting this standard or objective? Address using a post-assessment as a pre-assessment— T: My students won’t know anything, anyway. C: May I please borrow your crystal ball? -Or- What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills? Plan and prepare instruction

Roadmaps to Learning… Determine acceptable evidence. (Assessment)
Common Core State Standards Identify desired results. (Targets) Determine acceptable evidence. (Assessment) Plan learning experiences and instruction. (Strategies and Lessons) Make a roadmap for learning - link between all things, no left turns, team clear about the plan

Self-reflection: “Where are we now?”
Using the reflection sheet in your participant packet... How is this step going for you and your teams? Use the Team Process Sheet and the COR to reflect and set specific goals.

Break… You might need MORE COFFEE!
10:10 am

Step 2: Organize and Chart Data
Score the assessment based on the rubric Chart data into these categories: Meeting Close to Meeting Approaching/Far to Go In Need of Intervention Bring charted data to the next meeting Categories - cut scores talk abotu categories - In need of intervention should be a very small group, needing a whole new plan. 0% and 49% student have very different needs, so consider that when organizing them. What would you say about this student’s work in relation to the criteria or the performance goal? What qualities are present or missing? Specifically, what can this student do (or not do) based upon the criteria? NOTE: Teachers need time to think and reflect as they chart data. Therefore, it is NOT recommended that this happen during the meeting. Organize and chart data

Step 2: Organize and Chart Data
9: What would you say about this student’s work in relation to the criteria or the performance goal? What qualities are present or missing? Specifically, what can this student do (or not do) based upon the criteria? Organize and chart data

How is this step going for you and your teams? Use the Team Process Sheet and the COR to reflect and set specific goals. 11:00am steps

Step 3: Analyze and Prioritize Needs
Review the results: Determine the performance strengths for each group of students What do the students know and/or understand relative to the standard? Determine the mistakes/misconceptions for each group of students. What errors do you see that demonstrate a simple mistake or misconceptions? Determine if there is evidence to indicate an issue with the assessment. What trends do you see in the student errors? What patterns do you see in the groups of students whose work exhibits those errors? Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Determine the priority need for each group and be intentional about how new or mis-learned skills are sequenced Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Always start with strengths— What are the students able to do relative to the criteria and performance expectations? What does this student know and/or understand? I need to know what my students are able to do first, so that I can build upon it. Then determine an inference as to why the students are successful on those skills. Then look to the errors/misconceptions— Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement. Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc? What are the crucial knowledge, skill, or content gaps we need to address? Then write an inference as to why the students have those errors/misconceptions. Overgeneralization of a rule? Analyze data and prioritize needs

Data Must Invite Action
“Data that is collected should be analyzed and used to make improvements (or analyzed to affirm current practices and stay the course).” – S. White, Beyond the Numbers, 2005, p. 13 Analyze data and prioritize needs

Step 4: Select Common Instructional Strategies
Based on the prioritized need identified in Step 3 identify research or evidence-based strategies Agree upon: which instructional strategies to teach best sequencing Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning. What practices might support increased understanding of the concepts or performance? What experiences does the student need to further learning? Are there any other factors to consider as we begin to explore instructional strategies? If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to... 1. Teach students how to persevere when struggling with tasks 2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies 3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.) 4. Teach students how to share their thinking 5. Teach students how to listen, reflect upon, and respond to the thinking of other students So, one strategy with multiple steps or sub-strategies inside. Select common instructional strategies

Needs → Inferences → Strategy Selection Will these specific strategies directly impact this error? Does it match? Is it a new strategy or is it what we’ve always done? Students do not know fractions Don’t know the difference (definition) between numerator and denominator or are forgetting/mixing them up in their head Color Coding Chant Students are inconsistently placing the numerator in a fraction Period Story (missing punctuation entirely vs. period at the end of every line) Different thinking error -> different needs Select common instructional strategies Remember: SPECIFICITY is CRUCIAL

MODELED SHARED GUIDED COLLABORATIVE INDEPENDENT Select common instructional strategies

10:00am Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning. What practices might support increased understanding of the concepts or performance? What experiences does the student need to further learning? Are there any other factors to consider as we begin to explore instructional strategies? If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to... 1. Teach students how to persevere when struggling with tasks 2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies 3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.) 4. Teach students how to share their thinking 5. Teach students how to listen, reflect upon, and respond to the thinking of other students So, one strategy with multiple steps or sub-strategies inside. Select common instructional strategies

Step 5: Determine Results Indicators
10:40am Determine results indicators

Step 5: Determine Results Indicators
Must address: What will I (teacher) do? What will students do? What will I see in their work if the strategy is working? Make the procedure explicit so it is replicable, to achieve best results This is where the professional learning comes into PLCs. When teams collaborate on unit and lesson design, they have deeper discussions about research based strategies that work best for teaching specific concepts. Expands their toolbox. Remind that students should be doing the heavy lifting. Think deeply about how to get students to engage with the task. What we see in the work is our assessment of whether the strategy is shifting the dial. Explicit is more than just saying the strategy—help teachers walk out of the meeting with an in-depth plan of how to implement. “Modeling” is a great strategy, but all teachers have a different picture of what modeling looks like. We need our picture to be as similar as possible to be able to determine if the strategy was successful in moving the dial for our students. Determine results indicators Your Turn to Practice: Write your own results indicators for turn and talk or 10/2.

Step 6: Create a Theory of Action
If we ______________, then _____% of our (Step 4) (Step 2) students will be able to _________ by _______ (Step 5c) (date off your map) If we use gradual release with our note-taking tool, then 76% of 3rd graders students will be able to write a summary of a nonfiction text by Jan. 22, 2016 Current Slide 30: Create a theory of action

Goal / Theory of Action Algorithm
Pre-assessment Data Meeting/Proficient Close/ Approaching Far to Go in Need of Intervention Teacher A (24) 3 5 10 6 Teacher B (26) 2 1 20 Teacher C (23) 9 Teacher D (27) 12 Total (100) 8/100 = 8% 24/100 = 26% 48/100 = 46% 20/100 = 20% 10:50am 100% of Proficient/Meeting = 8 100% of Close/Approaching = 24 50 – 75% of Far to Go, but Likely = between 24 and 36 students Less than 25% of Far to Go, in Need of Intervention = 0 – 5 students = 56, 56/100 = 56% = 73, 73/100 = 73% Theory of Action between 56% and 73%

Step 7: Reflect, Monitor & Evaluate the Process
Reflect on the process on an ongoing basis Determine which steps went well, and identify areas where additional training or support are needed. Reflect on the growth made in each classroom. Discuss differences in instruction. Draft the next agenda. What did we have to change throughout the process? Did we need to add anything? Did a chosen strategy work or not work? How do we know? Reflect; monitor and evaluate results

3-2-1 Exercise 3 things you learned, and you expect to use
Step 1: At your table, write: 3 things you learned, and you expect to use 2 resources/ideas you want to explore more 1 burning question you would like to ask

3-2-1 Exercise Step 2: Get up and share information with people you don’t know. Try to find answers to your burning questions. 11:15

Other factors that affect collaboration:
Time Norms Roles and Responsibilities Agendas and Meeting Minutes Location of Meetings Participation: team members need to have a common curricular, instructional, or assessment focus about which to collaborate Commitments (Norms): teams will need to establish and enforce norms or collective commitments of conduct and behavior if teachers are to work in collaborative teams that promote a level of openness and vulnerability—(Setting teacher team collective commitments protocol.) The purpose of the collective commitments and norms is to raise the level of professionalism and liberate the team to openly, safely, and respectfully discuss the work at hand. Teams must develop a clear conflict-resolution plan should members violate the norms. (Care Enough to Confront) Leaders: The team leader should maximize the team’s ability to collaborate by inviting diversity of thought and challenging ideas and practices. Agenda and Meeting Minutes: Tools that lend themselves to more efficient use of time. Agendas acknowledge that time is valuable. An agenda need not be complicated or long, but it needs to be purposeful. Minutes capture the actions and decisions that the team has made, who is responsible for various action steps, and provide a quick insight into the activities of the team. Minutes provide principals with target guidance, direction, or resources to support the collaborative team’s work. Team time: Teaching children well is a complex activity that is learned through teacher knowledge sharing, coaching, professional development experiences, and field-based experience. Teachers as professionals need time to reflect on the success and failures of their daily lessons and weekly assessments with others who are working toward similar grade-level or course-based goals.

Dear Facilitator … Burning questions? Concerns? Confusion?
What are you still wondering about? 11:40am Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning. What practices might support increased understanding of the concepts or performance? What experiences does the student need to further learning? Are there any other factors to consider as we begin to explore instructional strategies? If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to... 1. Teach students how to persevere when struggling with tasks 2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies 3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.) 4. Teach students how to share their thinking 5. Teach students how to listen, reflect upon, and respond to the thinking of other students So, one strategy with multiple steps or sub-strategies inside.

Reflecting on our Objectives
Examine each step of the process Reflect on your current practices Determine strengths and areas of need in your current team process to ensure student success Focus on building capacity, not having just a few experts! Engagement Strategy: Quick Write

Please complete a plus / delta before you leave:
+ What worked to support your learning ? What changes would improve your learning? ? What questions remain? 12:10

Questions? Thoughts? Other needs?
12:15 Missi Thurman, Meagan Kimball,

For Supporting Effective Data Teams June 2015

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