1. Ted Lindquist Skills and Processes That Sustain Data Teams

2. Ted Lindquist Farmington Beliefs All children are capable of attaining high levels of educational achievement. Teacher collaboration in teams supports individual teachers in the classroom. Data are used to measure student achievement and change instruction. Student and teacher effort equals achievement.

3. Ted Lindquist The Landscape 4 K-4 Elementary Schools 1 5-6 Upper Elementary 1 7-8 Middle School 1 9-12 High School

4. Ted Lindquist The Landscape Well-articulated, standards-based curriculum Common Assessments Standards-based Report Cards Systemic approach The use of data to improve professional practice is part of a long history.

5. Ted Lindquist The Landscape Teams – grade level/course/pathways –Tuning Protocols –Teacher Evaluation –School Improvement Process District Culture –Improvement of Professional Practice –Collaboration

6. Ted Lindquist The Data Process 1. Get the data 2. Analyze the data 3. Prioritize needs 4. Set, review, or revise goals 5. Identify specific strategies to meet goals 6. Determine results indicators

7. Ted Lindquist The Data Process 1. Get the data 2. Analyze the data 3. Prioritize needs 4. Set, review, or revise goals 5. Identify specific strategies to meet goals 6. Determine results indicators

8. Ted Lindquist "Teaching or instruction is the area over which faculties have the most control. We cannot change the parents of our students; we cannot exchange the student population for a new student population. In some cases, we cannot change the adopted curriculum materials. However, we can rapidly change the instruction our students receive.” -Emily F. Calhoun

9. Ted Lindquist Data Meetings - Needs Team participation and facilitative skills Analysis skills Knowledge/skill of researched pedagogy and intervention models Structured conversations

10. Ted Lindquist Teachers must have the inclination to collaborate and learn from colleagues, and the culture must be sufficiently safe to permit the inevitable risk-taking inherent in such conversations. - C. Danielson

11. Ted Lindquist Data Conversation - August FocusDateOutcomesDataPrior Work What does my class/team look like? August PD DayPlan immediate interventions for neediest students. Examine common weaknesses among students. Determine further information need. Academic Summary KM Data CMT Data Intervention Data

12. Ted Lindquist August Conversation Prepare: Using the data you have, highlight the students meeting or exceeding standard in green, cusp students in yellow, fragile learners in pink. (Think of traffic lights) Record # and % of students who met EOY standard in Reading, Writing, Math. Inquire: What questions do you have about the data/students? What further information do you need? What common needs do you see that may speak to curriculum/program issues in a previous grade? Act/Assess: How will you collect formative assessment data the first week/two weeks of school to effectively implement instruction for the cusp and fragile learners? Debrief: How did this protocol help you think about planning for beginning of the year instruction? How could the protocol be improved?

13. Ted Lindquist Data Conversation - October FocusDateOutcomesDataPrior Work What interventions made a difference in student achievement? What new strategies will be used for those who are not making progress? October Grade Level Meetings EEPD SMART Goal Assessment Data Teacher Collection Sheets Prior SMART Goals

14. Ted Lindquist October Conversation Prepare: Which students are your low progress students? Inquire: What evidence from student work points to their weakness? What further information do you need? What intervention have you tried and what were the results of that intervention? Was the intervention successful and how do you know? Act/Assess: What weaknesses point to a need for PD? Create SMART goals. What resources do you need? Debrief: How did this protocol help you think/examine intervention strategies? How could the protocol be improved?

15. Ted Lindquist Data Conversation - November FocusDateOutcomesDataPrior Work What interventions made a difference in student achievement? What new strategies will be used for those who are not making progress? How will you collaborate with colleagues? November Grade Level Meetings EEPD SMART Goal Assessment Data Teacher Collection Sheets Prior SMART Goals

16. Ted Lindquist November Conversation Prepare: From the report card, highlight the students meeting or exceeding standard in green, cusp students in yellow, fragile learners in pink. Of the students identified before as being below the bar, which of them has risen and what specific interventions helped them? Inquire: For students not on track: What specific skill is the student weak in? What student work points to this weakness? What intervention have you tried and what were the results of that intervention? Describe how you implemented the intervention. Act/Assess: What are your next steps to address student needs and how will you know if the student improves? Identify specific SMART goals with clear interventions. How will collegial support (coaching, observation) be built into this next cycle? Debrief: How did this protocol help you think about collaboration? How could the protocol be improved?

17. Ted Lindquist Impacts Expansion of teacher repertoire with new interventions, assessments, and strategies Increased interdependence in the collegial work in teams Increased skill in analyzing assessment data and connection to instruction/intervention Emerging shift from designing standards-based curriculum to standards-driven teaching

18. Ted Lindquist Next Steps Teacher Leader Data Academy Formative Assessment Design Long-term Intervention Strategy