1. Timberlane Regional School District
District Data Teams Leadership Structure for Improving Student Achievement

2. Why do we need to establish a structure for data teams?
In schools that have made significant progress in closing the achievement gap, more than three- quarters (77%) of respondents report discussing data with colleagues at least a few times a month, with about one-third (32%) talking about data a few times a week. Respondents in non-gap closing schools discuss data far less frequently – just about one-half (47%) only discuss data a few times a year Oberman & Symonds, 2005

3. What is Data-Based Decision Making?
Data-Based Decision Making is a school improvement and problem solving approach that …
uses multiple types of data to help describe or define problems
Matches curriculum and instruction to assessment data
Targets intervention
Informs the allocation resources
Informs professional development
Builds a culture of inquiry and continuous improvement

4. 3 Types of Data Teams Instructional Data Teams District Data Teams
Building Data Teams

5. Effective Data Teams… Team Commitment and Culture Structure Protocols
Process

6. Instructional Data Teams
Teachers from the same grade level or discipline
Using data to identify student learning challenges (formative and summative assessments)
Teachers work together to plan instructional changes that will result in increased learning

7. School- based data teams
Examine district data in the context of district goals
Determine what data review, and how often
Determine what research-based practices to implement
Review students data (effectiveness data)
Review implementation data (adult data)

8. Monitor work of instructional data teams
Provide input on building Professional Development needs
Create school data walls
Regularly share building results with the District Data Team

9. District Data Teams Cross-departmental
Serve a vital role in establishing the supports and tools necessary for all district stakeholders to use data more effectively
Promote the problem solving approach to resolve the technical, communication, and practical issues that accompany data use in the classroom, within the data team, across the school, and throughout the district

10. Five key functions of a district data team
#1 VISION AND POLICY MANAGEMENT
Create and articulate the vision
Set and model expectations
Implement and uphold policies for data use in the district

11. #2 Data Management
Identify data to be collected
Manage data infrastructure and access
Design meaningful data displays

12. #3 Inquiry, Analysis, and Action
Select or develop models for inquiry and data use that will be used district-wide
Model the inquiry process

13. Standardized Inquiry Process
Identify
an Issue
Understand the Issue
Evaluate
Cycle of
Inquiry
and Action
Diagnose
the
Cause
Take
Action
Plan
Action

14. #4 Professional Development
Provide training and professional development to support district departments, principals, school data teams, and in teachers in their use of data
Use data to identify professional development needs

15. #5 Monitoring and Communication
Monitor the progress of the district toward achieving its vision for data use
Establish the lines of communication necessary for the sharing of results and best practices

16. Our vision
Vision
The Timberlane Regional School District Administrative Team will engage in systematic data analysis of student learning P-12 to determine trends, celebrate successes and identify needs to ensure that students are college and career ready.

17. What do data teams need? Vision Schedules for assessments and meetings
Dedicated meeting time
Established representative membership
Established norms and roles (norms of collaboration)
Common protocols for gathering and analyzing information
Established processes for conducting meetings and monitoring decisions made (team roles)
Oversight

18. Answering the four important questions
What do we want all students to learn?
How will we know if each student is learning each of the essential skills, concepts, and dispositions we have deemed most essential?
How will we respond when some of our students do not learn?
How will we enrich and extend the learning for students who are already proficient?

19. What results are we getting?
What are some possible reasons why?
Data-Driven Dialogue
Phase #1 – Predict
Phase #2 – Observe
Phase #3 – Infer/ Question

20. How will these teams Support our work?
Timberlane Action Plans/RTI: Tier 2 Instruction, progress monitoring, targeted intervention
Establishing Universal Screening
Program implementation
Implementation of the Common Core Curriculum
Determining Professional Development needs
Identifying trends (longitudinal data)

21. Where are we? Avoiding random acts of improvement
Building administrator capacity
Data mapping
Identifying Assessment
Establishment of structured teams (district and school)
Mission
Protocols
Process
Creating a Data Dashboard