Presentation on theme: "DATA TEAMS AT WINDHAM MIDDLE SCHOOL IN THE CONTEXT OF THE SEED PILOT PRESENTED BY JANE COOK ADAPTED FROM MATERIALS DEVELOPED BY THE LEADERSHIP AND LEARNING."— Presentation transcript:
DATA TEAMS AT WINDHAM MIDDLE SCHOOL IN THE CONTEXT OF THE SEED PILOT PRESENTED BY JANE COOK ADAPTED FROM MATERIALS DEVELOPED BY THE LEADERSHIP AND LEARNING CENTER
DATA TEAMS Slide 2 WHAT ARE DATA TEAMS? Small grade-level, interdisciplinary or vertical content area teams that examine individual student work generated from standardized and non- standardized Indicators of Academic Growth and Development (IAGDs) Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning
DATA TEAMS Slide 3 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, Beyond the Numbers, 2005, p. 18)
ILLUSTRATION OF CORE REQUIREMENTS OF SEED TEACHER EVALUATION PILOT Student Growth and Development (45%) Whole-school Student Learning Indicators or Student Feedback (5%) Observations of Performance and Practice (40%) Peer or Parent Feedback (10%) Practice Rating (based on Cause Data) (50%) Outcome Rating (based on Effects Data) (50%) All factors are combined to reach each teachers final annual rating (as described in the Connecticut guidelines). Adapted from CSDE Teacher Evaluation Orientation, 8/10/12 Slide 4 Student Learning Objectives (SLOs) Observations & Surveys
DATA TEAMS Slide 5 THE DATA TEAM PROCESS Step 1Collect and chart data AKA The Treasure Hunt Step 2Analyze strengths and obstacles Step 3Establish SMART goals that are Specific, Measurable, Achievable, Relevant/Realistic, and Timely: Set, Review, Revise Step 4Select instructional strategies: What effective teaching strategies will adults use to help students achieve SMART goals? Step 5Determine results indicators: What measures will we use? How will we know that we have succeeded?
HOW THE DATA TEAM PROCESS ALIGNS WITH SETTING STUDENT LEARNING OBJECTIVES IN SEED The Data Team ProcessTeacher Goal Setting Forms A & B Step 1: Treasure HuntBaseline Data/Background Information Step 2: Identify strengths and weaknesses SLO & Rationale for objective Step 3: Establish SMART goals Set IAGDs Step 4: Select instructional strategies Strategies/Actions to achieve SLOs Step 5: Identify results indicators Interim Assessments & Data Collection/Assessment of Progress Toward Achieving the SLO
DATA TEAMS Slide 7 DO DATA TEAMS REALLY WORK? One districts story: 80% free and reduced lunch 68% minority student enrollment 40+ languages (D. Reeves, The Learning Leader, 2006)
ONE DISTRICTS STORY: 7 YEARS OF PROGRESS FROM 1998 TO 2005 Elementary Schools Schools with more than 50% of students proficient in Grade 3 11%100% Middle Schools Schools with more than 50% of students passing English 0%100% High Schools Schools with more than 80% of students passing English Language Arts 17%100% Slide 8 D. Reeves, The Learning Leader, 2006
DATA TEAMS Slide 9 ASKING THE RIGHT QUESTIONS What does student achievement look like (in reading, math, science, writing, foreign language, tech ed, music, art, physical education, health)? What variables that affect student achievement are within our control? How do we currently explain our results in student achievement?
DATA TEAMS Slide 10 DATA WORTH COLLECTING: HAVE A PURPOSE How do we use data to inform instruction and improve student achievement? How do we determine which data are the most important to use, analyze, or review? In the absence of data, what is used as a basis for instructional decisions?
DATA TEAMS Slide 11 TWO TYPES OF DATA In the context of schools, the essence of holistic accountability is that we must consider not only the effect variabletest scoresbut also the cause variablesthe indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement. (D. Reeves, Accountability for Learning, 2004)
DATA TEAMS Slide 12 TWO TYPES OF DATA Effect Data: Student achievement results from various measurements, both standardized and non- standardized – Related to SEED Outcome Rating Cause Data: Information based on actions of the adults in the system – Related to SEED Practice Rating
DATA TEAMS Slide 13 EFFECT DATA (AKA STUDENT ACHIEVEMENT DATA) What types of effect data are you collecting and using? What other data do you need to analyze? How does this effect data answer your questions about student achievement?
DATA TEAMS Slide 14 CAUSE DATA (AKA ADULT ACTIONS) How do you use this cause data to change instructional strategies? How does this cause data support your school or team goals and focus? What types of cause data are you collecting?
DATA TEAMS Slide 15 DATA SHOULD 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) If the data that you are collecting and analyzing is not helping inform your practice, i.e., planning, curriculum, instruction, or assessment, use different data. - Jane Cook, WMS Data Team Training
DATA TEAMS Slide 16 THE LEADERSHIP/LEARNING MATRIX (L2 MATRIX) Lucky High results Low understanding of antecedents Replication of success unlikely success unlikely Leading High results High understanding of antecedents Replication of success likely Losing Ground Low results Low understanding of antecedents Replication of failure likely Learning Low results High understanding of antecedents Replication of mistakes unlikely Antecedents – Adult Actions/Interventions Cause Data Effects/Results Data
DATA TEAMS Slide 17 DATA-DRIVEN DECISION MAKING Effective analysis of data is a treasure hunt in which leaders and teachers find those professional practicesfrequently unrecognized and buried amidst the test datathat can hold the keys to improved performance in the future. (D. Reeves, The Leaders Guide to Standards, 2002)
DATA TEAMS Slid e 18 STEPS TO CREATE AND SUSTAIN DATA TEAMS 1. Collaborate 2. Communicate expectations 3. Form Data Teams 4. Identify Data Team facilitators 5. Schedule meetings Data Team meetings Principal and Data Team facilitators 6. Post data and graphs 7. Create communication system
DATA TEAMS Slide 19 EFFECTIVE COLLABORATION Collaborative teams Commitment to results Shared beliefs about student achievement Continuous improvement Plan, Do, Study, Act (PDCA) Total Quality cycle Shared inquiry Effective Collaboration
DATA TEAMS Slide 20 WHAT IS NEEDED FOR EFFECTIVE DATA TEAMS? Effect data (student achievement) and cause data (adult actions) Authority to use the data for instructional and curricular decisions Supportive, involved building administrators Positive attitude
DATA TEAMS Slide 21 COLLABORATION: THE HEART OF DATA-DRIVEN DECISION MAKING What is collaboration? What does collaboration look like? How do you start collaborating? How do you create a self-sustaining capacity for a collaborative culture?
DATA TEAMS Slide 22 COMMUNICATING EXPECTATIONS Do we indeed believe that all kids can learn? What does this belief look like in our school? How do we know that all students are learning? What changes do we need to make to align practices with beliefs?
DATA TEAMS Slide 23 DATA TEAM CONFIGURATIONS - VERTICAL DATA TEAMS Middle School Math Team Grade 6 Math Teachers Grade 7 Math Teachers Grade 8 Math Teachers
DATA TEAMS Slide 24 DATA TEAM CONFIGURATIONS – HORIZONTAL MIDDLE SCHOOL DATA TEAM Grade 6 Interdisciplinary Team English/LA Teacher Math Teacher Science Teacher Social Studies Teacher Support Services sta ff
DATA TEAMS Slide 25 DATA TEAM CONFIGURATIONS - SPECIALS TEACHERS DATA TEAM Grade 6-8 Specials Teachers Data Team Art Music PE/Healt h Tech Ed Library/Media
DATA TEAMS Slid e 26 TEAM MEMBER RESPONSIBILITIES Participate honestly, Respectfully, constructively Assume a role Come prepared to meeting Be punctual Engage fully In the process
DATA TEAMS Slide 27 ROLES OF DATA TEAM MEMBERS Recorder: Takes minutes Distributes to Data Team leader, colleagues, administrators Facilitator/Focus Monitor: Reminds members of tasks and purpose Refocuses dialogue on processes and agenda items Timekeeper: Follows time frames allocated on the agenda Informs group of time frames during dialogue Engaged Participant: Listens Questions Contributes Commits
Are not expected to: Serve as pseudo-administrators Shoulder the responsibilities of the whole team Address peers and colleagues who do not want to cooperate Evaluate colleagues performance DATA TEAMS Slide 28 DATA TEAM LEADERS
DATA TEAMS Slide 29 DATA TEAM LEADERS Reflect on the needs of the staff and/or their team Work collaboratively to overcome obstacles
DATA TEAMS Slide 30 DATA TEAM LEADER AND PRINCIPAL DEBRIEFS Meet at least monthly to discuss Achievement gaps Successes and challenges Progress monitoring Assessment schedules Intervention needs Resources Team needs
LESSONS FROM THE GEESE FACT 1: As each goose flaps its wings, it creates an uplift for the birds that follow. By flying in a V formation, the whole flock has 71% greater flying range than if each bird flew alone. LESSON People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of each other. Source:
LESSONS FROM THE GEESE FACT 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it. LESSON If we have as much sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others. Source:
LESSONS FROM THE GEESE FACT 3: When the lead bird tires, it rotates back into the formation to take advantage of the lifting power of the bird immediately in front of it. LESSON It pays to take turns doing the hard tasks and sharing leadership. As with geese, people are interdependent on each others skills, capabilities, and unique arrangement of gifts, talents, or resources. Source:
LESSONS FROM THE GEESE FACT 4: The geese flying in formation honk to encourage those up front to keep up their speed. LESSON We need to make sure our honking is encouraging. In groups where there is encouragement, the production is much greater. The power of encouragement (to stand by ones heart or core values and to encourage the heart and core values of others) is the quality of honking we seek. Source:
LESSONS FROM THE GEESE FACT 5: When a goose gets sick, wounded, or shot down, two geese drop out of formation and follow it down to help and protect it. They stay with it until it dies or is able to fly again. Then, they launch out with another formation to catch up with the flock. LESSON If we have as much sense as geese, we will stand by each other in difficult times as well as when were strong. Source: