1. Data Teams

2. Which comes first – the data or the team?

3. Data Teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all.

4. Data Teams have a common focus or common standard, a common formative assessment, and a common scoring guide.

5. Data Teams are small, grade-level, department, course-alike, or organizational teams that examine work generated from a common formative assessment.

6. Data Teams meetings are collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning.

7. Data Team Actions “Data Teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that results in action.” S. White, 2005

8. Be here now. Be someplace else later.

9. ` We are a Professional Learning Community. We do Data Teams.

10. Four Critical Questions that Guide a PLC 1. What are students supposed to know and be able to do? 2. How do we know when our students have learned? 3. How de we respond when students haven't learned? 4. How do we respond when students already know the content? POWER STANDARDS COMMON FORMATIVE ASSESSMENTS INTERVENTION DIFFERENTIATION

11. Seminar Goals Learn the foundational components of the Data Teams structure. Learn the Data Teams process. Plan for implementation and sustainability.

12. Learning Targets

13. The Data Teams Process

14. Inquiry and Treasure Hunt Analyze to prioritize Set SMART goals Select strategies Determine results indicators Monitor and evaluate results Decision- Making for Results

15. And what does the research say?

16. Data Team Testimonials

18. Reflect on your current knowledge.

19. Developing a Data Mind-Set

20. Data Teams focus only on Priority Standards.

21. School Life High-Stakes Assessments Priority Standards

22. “Unwrapping” allows you to get to what’s most important.

23. English Language Arts Standard: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Priority Learning Target: Apply critical reading and metacognitive strategies to synthesize, analyze, interpret, and critique a variety of informational texts. SkillsConcepts (3) Apply (5) Synthesize (4) Analyze (2) Interpret (6) Critique Critical reading strategies Metacognitive strategies Informational texts

24. Activity: “Unwrapping”

25. Assessments

26. A brief review of key ideas…

27. 27 Benefits of Formative AssessmentsClarifyLearningIntentions Elicit Evidence of Learning PromoteFeedback Encourage Learners to Own Their Learning

28. Formative What students should know How instruction needs to be adjusted How to improve student skills Assessment FOR learning

29. Summative After instruction occurs Used when determining grades Various audiences for the data Assessment OF learning

30. Remember… It isn’t the method that determines whether the assessment is summative or formative, it is how the results are used.

32. “Schools with the greatest improvements in student achievement consistently used common assessments.” D. Reeves, 2004

33. Why match a priority learning target with an assessment method?

34. Pick the right tool for the right job…

35. Assessment Types

36. What about feedback?

37. Data Teams Assessment

38. Remember… Purposeful assessments not only measure the impact but also the innovation that cause change in student learning. Effective assessment procedures and use of the associated data are fundamental to a school’s continuing achievement and improvement.

39. Data

40. Level Data Sources Purpose Frequency Feedback to students Decisions based on results NationalTIMMS Inter- national ranking Every four years Letter American competitive- ness State District School Content/ Grade Classroom Data Inventory

41. Weed the garden!

42. Two Types of Data Effect Data: Student achievement results from various measurements Cause Data: Information based on actions of the adults in the system

43. What content area is our highest priority? Which sub-group of students are most in need of improvement? In what sub- content/skill area(s) do most students need to improve? What skill set needs additional support or intervention? Effect Data: % of ELL students Effect Data: % of 8th grade students scoring proficient or advanced on the state reading assessment Effect Data: % of ELL students who will likely be proficient in literary response Effect Data Source: % of students who will need extensive support in literary response Drilling Down with Effect Data

44. What content area is our highest priority? Which sub-group of students are most in need of improvement? In what sub- content/skill area(s) do most students need to improve? What skill set needs additional support or intervention? District/school response: Activity: Drilling Down with Effect Data District/school response:

45. What content area is our highest priority? Which sub-group of students are most in need of improvement? In what sub- content/skill area(s) do most students need to improve? What skill set needs additional support or intervention? Adult action: Number of meetings held for the purpose of making student achievement decisions with relevant, timely data. Adult action: Percentage of instructional time focused on the high-priority content area. Adult action: Frequency of team meetings focused on differentiated learning/instructional groups for specific concepts and skills. Adult action: Number of effective teaching strategies implemented to support specific concepts and skills. Drilling Down with Cause Data

46. What content area is our highest priority? Which sub-group of students are most in need of improvement? In what sub- content/skill area(s) do most students need to improve? What skill set needs additional support or intervention? Adult action: Activity: Drilling Down with Cause Data

47. Application of Antecedents of Excellence Results Indicators High results, high understanding Replication of success likely Losing Low results, low understanding Replication of mistakes likely Learning Low results, high understanding Replication of mistakes unlikely High results, low understanding Replication of success unlikely Leadership and Learning Matrix LeadingLucky Cause Data Effect Data

48. School-Based Common Formative Pre Assessments Data Teams Process Data Teams Process Priority Standards/Learning Expectations Success Indicators Conceptual units/lessons with modeling, exemplars, practice, and scoring guides Data Teams Process School-Based Common Formative Pre Assessments Data Teams Process School-Based Common Formative Post Assessments

49. School-Based Common Formative Pre Assessments Learning Teams and Effective Teaching Strategies Learning Teams and Effective Teaching Strategies Priority Standards/Learning Expectations Success Indicators Conceptual units/lessons with modeling, exemplars, practice, and scoring guides Data Teams Process School-Based Common Formative Pre Assessments Data Teams Process School-Based Common Formative Post Assessments Cause Effect Cause Effect

50. Part Three The Data Team Meeting

51. First meeting ever Before- instruction collaboration After- instruction collaboration Monitoring meeting(s) The cycle continues!

52. Now, experience the Data Team process…