Using Data to Improve Student Achievement December 1, 2010

KUD KNOW KNOW The 5-Step Data Team Process The 5-Step Data Team Process Roles of data team members Roles of data team members Norms for audience/data teams Norms for audience/data teams SMART Goal SMART Goal A variety of assessment for learning strategies A variety of assessment for learning strategies

KUD UNDERSTAND We want staff to understand that data can and should be used to improve student achievement.

KUD DO DO Follow established norms Follow established norms Reflect on and provide feedback of learning Reflect on and provide feedback of learning Use formative assessments to guide instruction Use formative assessments to guide instruction

Review 5-Step Data Team Process 5-Step Data Team Process Step 1-Collect and chart data Step 1-Collect and chart data Step 2-Analyze strengths and obstacles Step 2-Analyze strengths and obstacles Step 3-Establish goals: review, revise Step 3-Establish goals: review, revise Step 4-Select instructional strategies Step 4-Select instructional strategies Step 5-Determine results indicators Step 5-Determine results indicators

Review Roles of Data Team Members Roles of Data Team Members Recorder Recorder Takes minutes, distributes to Data Team Leader, colleagues, administrators Takes minutes, distributes to Data Team Leader, colleagues, administrators Focus Monitor Focus Monitor Reminds members or tasks and purpose, refocuses dialogue on processes and agenda items Reminds members or tasks and purpose, refocuses dialogue on processes and agenda items Timekeeper Timekeeper Follows time frames allocated on the agenda, informs group of time frames during dialogue Follows time frames allocated on the agenda, informs group of time frames during dialogue Engaged Participant Engaged Participant Listens, questions, contributes, commits Listens, questions, contributes, commits Data Team Leader Data Team Leader Data Technician Data Technician

Review Audience/Data Team Norms Audience/Data Team Norms Respect Respect Limit side conversations Limit side conversations Don’t interrupt Don’t interrupt Professional Professional Wait for designated time to ask questions Wait for designated time to ask questions Contribute Contribute Reach a consensus Reach a consensus Validate (support ideas) Validate (support ideas) Solution-Focused Solution-Focused Respect & Professional Respect & Professional Stay on task/focused Stay on task/focused Don’t bring other work to meeting Don’t bring other work to meeting Be attentive Be attentive Respect opinions Respect opinions

Review SMART Goal SMART Goal SMART goals help educators with improving student achievement. A SMART goal clarifies exactly what students should learn, the standard of learning expected, and the measures used to determine if students have achieved that standard. SMART goals help educators with improving student achievement. A SMART goal clarifies exactly what students should learn, the standard of learning expected, and the measures used to determine if students have achieved that standard. Specific/Strategic (Who/What?) Specific/Strategic (Who/What?) Measurable (How?) Measurable (How?) Attainable Attainable Relevant/Rigorous/Results-Oriented Relevant/Rigorous/Results-Oriented Timely (When?) Timely (When?)

Prepare for Share-Out 5 minutes Meet with your grade level department data team. Select one representative to share out. Prepare to share with the staff: Meet with your grade level department data team. Select one representative to share out. Prepare to share with the staff: Your team’s process of developing your common pre-assesment Your team’s process of developing your common pre-assesment How team members selected instructional strategies based on the pre-assessment results How team members selected instructional strategies based on the pre-assessment results Any post-assessment results (if one or more data team members has them) Any post-assessment results (if one or more data team members has them)

Share Out Grade level department data teams will share out their experiences with developing common pre-assessment, using results to select instructional strategies, and post assessment results (if available). Grade level department data teams will share out their experiences with developing common pre-assessment, using results to select instructional strategies, and post assessment results (if available).

Staff Survey Please complete the survey as honestly as possible. BLT will look at the results to help guide our future sessions. Please complete the survey as honestly as possible. BLT will look at the results to help guide our future sessions.

Homework Bring common post-assessment results (even if you have them finished right now). Everyone must have administered post- assessment by the end of 1st semester! Bring common post-assessment results (even if you have them finished right now). Everyone must have administered post- assessment by the end of 1st semester! Between now and January 4, each teacher is to use at least 2 “formative assessments for learning” strategies (use yellow packet as a resource). During interdisciplinary team time, teachers should discuss the formative assessments they used. Two members from each interdisciplinary team need to be prepared to share out with staff at the January 4 inservice. Between now and January 4, each teacher is to use at least 2 “formative assessments for learning” strategies (use yellow packet as a resource). During interdisciplinary team time, teachers should discuss the formative assessments they used. Two members from each interdisciplinary team need to be prepared to share out with staff at the January 4 inservice.