1. DECISION-MAKING FOR RESULTS HSES- Data Team Training

2. Our Business is Learning. “Our fundamental role is to constantly evaluate the impact we have on kids.” “We must be willing to be exposed based on evidence; we must have the conversations.” “We are change agents.” John Hattie, November 30, 2011

3. The Data Team Process

4. Next Steps Step 3: Set, review, and revise incremental SMART goals Step 4: Select common instructional strategies Step 5: Determine results indicators Step 6: Monitor and evaluate results

5. Step 3- Set, Review, and Revise Incremental SMART Goals SMART Goal Statement: The percentage of grade 4 students scoring proficient or higher in Author’s Word Choice will increase from 28% to 80% by the end of September as measured by the CFA (common formative assessment) to be administered on September 29 th.

6. Step 4: Select Common Instructional Strategies Selected Instructional Strategy Learning Environment Time- Frequency and Duration Materials for Teachers and Students Assignments and Assessments Comparison Matrix Work in pairs during center activity time using literature circle books Daily for two weeks Paper for student comparison matrix Create new descriptions of characters based on changing one attribute such as “nice” to “mean” representations Students Proficient or Higher Prioritized Next Step: Describe how changes in the descriptive words used would impact the reader; Push students to the evaluation level of thinking.

7. Step 4: Select Common Instructional Strategies Selected Instructional Strategy Learning Environment Time- Frequency and Duration Materials for Teachers and Students Assignments and Assessments Decoded for fluency strategies Guided reading group Daily for two weeks Guided reading texts level 2.8 Guided reading and independent reading Intervention Students Prioritized Next Step: Difficulty reading passages; Students in this group have poor decoding skills and struggled to understand the passage because they spent so much figuring out the words

8. Step 5: Determine Results Indicators Selected Instructional Strategy: Comparison Matrix Results Indicators Adult Behaviors The teacher will model creating a comparison matrix in a mini-lesson; matrix will include rows for character’s name, descriptive words from passage, alternate descriptive words, and reflective section in which students describe what impact those changes have on their mental picture. Student BehaviorsStudents will add to the comparison matrix that they began during the lesson modeling as they read further in their literature circle books. What to look for in Student Work Students will be able to describe how different words affect them as readers in the summary section of the comparison matrix. Students Proficient or Higher Prioritized Next Step: Describe how changes in the descriptive words used would impact the reader; Push students to the evaluation level of thinking.

9. Step 5: Determine Results Indicators Selected Instructional Strategy: Decoding for fluency strategies Results Indicators Adult Behaviors Daily, during guided reading group, the teacher will model syllable patterns, blend patterns, and word chunks Student BehaviorsStudents will apply strategies to their level guided reading text. What to look for in Student Work Students will read more fluently and therefore will have better comprehension. Intervention Students Prioritized Next Step: Difficulty reading passages; Students in this group have poor decoding skills and struggled to understand the passage because they spent so much figuring out the words

10. Step 6: Monitor and Evaluate Results Monitoring allows educators to reflect on their professional practice. Monitoring allows teams to make mid-course corrections. Monitoring allows teams to celebrate results on a continuous basis. Monitoring is a critical component of a continuous improvement cycle.

11. Reflection What percentage of students were proficient? Did you meet your SMART Goal? Were the strategies effective in achieving results? Why or Why not? How do you know? In what areas did your students make the most growth? Are any students now exceeding the standard who weren’t before? In what areas are additional instruction or intervention needed?

12. Data Team Roles Team Leader- Facilitates meeting, keeps dialogue focused on step in process, reminds team of purpose when necessary Data Technician- Gathers data from all team members and completes template Timekeeper- Makes sure team follows pre-determined time frames Recorder- Takes minutes and distributes to team members Engaged Participant- contributes to dialogue, commits to decisions of team, respectfully poses questions, uses active listening Data Wall Curator- Post incremental assessment data, effect & cause data

13. Data Team Rubric StepsProficient Collect and Chart Data Results include number, percentage and names of students at multiple performance levels Data is disaggregated by grade-level standard if multiple standards are included on the assessment. Data is disaggregated by teacher. Data includes student work samples from the assessment being reviewed. Analyze Data and Prioritize Needs The inferring of strengths and needs is based on a direct analysis of student work. Analysis includes comparison of student work to targeted unwrapped standards. Team goes beyond labeling the need or the “what” to infer the root cause, or the “why.” Strengths and needs are identified for each performance group. Needs are prioritized to reflect those areas that will have the largest impact within subject areas. Set, Review, and Revise Incremental SMART Goals Establish, review, or revise a goal Measureable area of need is established and assessment to be used is identified. Achievable gains in student learning are determined based on the consideration of current performance of students.

14. Data Team Rubric StepsProficient Select Common Instructional Strategies Strategies directly target the prioritized needs identified during the analysis. Strategies chosen will modify teachers’ instructional practice. Strategies describe actions of adults that change the thinking of students. Team describes strategies for each performance group. Team agrees on prioritized, research-based strategies that will have the great impact. Determine the Results Indicators Results indicators are created for each selected strategy. Indicators describe what the teacher will be doing if the strategy is being implemented. Indicators describe what the students will be doing if the strategy is being implemented. Indicators describe the anticipated change in student performance if the strategy is having the desired impact on the prioritized need. Monitor and Evaluate Results Teachers bring student work samples that provide evidence of strategy implementation. Teachers examine the work samples to determine whether the strategy is having the desired impact (effectiveness). Teachers discuss the effectiveness of the strategy including whether to continue, modify, or stop the use of the selected strategy.