MVP ShowCast IT - Mensageria - Exchange 2013 DLP Data Loss Prevention
Data Teams. Data Teams in Action Medical/Education connections Double Entry Journal MVP – Most...
-
Upload
meredith-miles -
Category
Documents
-
view
216 -
download
0
Transcript of Data Teams. Data Teams in Action Medical/Education connections Double Entry Journal MVP – Most...
Data Teams
Data Teams in ActionMedical/Education connections
• Double Entry Journal
• MVP – Most Valuable Point
• Explain one MVP with a partner and then as a group
Looking into the Future • Your role as Leaders in a data-driven
school
• The teacher’s role in a data-driven school
• The student’s role in a data-driven school
• The parent’s role in a data-driven school
Data Teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all.
Data Teams have a
common focus or common standard, a
common formative
assessment, and a common scoring guide.
4
Data Teams are small, grade-level, department, course-alike, or organizational teams that examine work generated from a
common formative assessment.
Data Teams meetings are collaborative,
structured, scheduled
meetings that focus on the
effectiveness of teaching and
learning.
One Minute Assessment #1• Reflect on the three definitions of data
teams. Which component of data teams do you think will stretch you the most as a leader? Which do you think will stretch your teachers?
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
`
We are a Professional Learning Community.We do Data Teams.
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?
PRIORITY STANDARDS
COMMON FORMATIVE ASSESSMENTS
INTERVENTION/DIFFERENTIATION
EXTENSION/DIFFERENTIATION
Learning Targets• I can select relevant data to track progress
toward increased achievement
• I can interpret data to reveal strengths and targeted areas for growth
• I can relate the impact of adult actions to the learning of students
• I can actively participate to keep our learning moving forward
• ???
The Data Teams Process
8-9
Inquiry and
Treasure Hunt
Analyze to prioritize
Set SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate results
Decision-Making for Results
Data TeamTestimonials
12
Part TwoBuilding the Foundation:Standards,
Assessment, Data
One Minute Assessment #2• Construct a metaphor or an analogy
that connects standards, assessments, results, and instruction.
Developing aData Mind-Set
15
Data Teams focus only on Priority Standards.
Readiness
EnduranceLeverage
PriorityStandards
17
“Unwrapping” allows you to get to what’s most important.
First priority reading standard on p. 18
Unwrapping Standards• Understand and apply knowledge of
the complementary nature of structure and function and the commonalities among organisms.
• Utilize interactive literacy and social skills to establish personal, family, and community health goals.
Assessments
A brief review of key ideas…
25
Benefits of Formative Assessments
Clarify
Learning
Intentions
Elicit
Evidence of Learning
Promote
Feedback
Encourage Learners to Own TheirLearning
Formative
What students should know
How instruction needs to be
adjusted
How to improve
student skills
Assessment FOR learning
Summative
After instruction
occurs
Used when determining
grades
Various audiences for
the data
Assessment OF learning
Remember…
It isn’t the method that determines whether the assessment is summative or formative,
it is how the results are used.
Pick the right tool for the right job…
One Minute Assessment #3• What tools do your teachers have to
do the Data Teams job right now?
“Schools with the greatest
improvements in student
achievement consistently
used common assessments.”
D. Reeves,
2004
Why match a priority learning target with an assessment method?
Assessment Types
21
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.
Two Types of Data
• Effect Data: Student achievement results from various measurements
• Cause Data: Information based on actions of the adults in the system
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 Data32-33
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:
District/school response:
District/school response:
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 Data34-35
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:
Adult action:
Adult action:
Adult action:
Activity: Drilling Down with Cause Data
Application of Antecedents of Excellence
Res
ult
s In
dic
ato
rs
High results, high understanding
Replication of success likely
LosingLow results, low understanding
Replication of mistakes likely
LearningLow results, high understanding
Replication of mistakes unlikely
High results, low understanding
Replication of success unlikely
Leadership and Learning Matrix
LeadingLucky
Cause DataEff
ect
Dat
a
Part ThreeThe Data
TeamMeeting
Now, experience the Data Team process…
107
Step 1 - Collect and Chart data
• Review the data team rubric on p. 109
• Evaluate the team (based on the rubric) with regard to how data was collected and charted
• DMPS application – role of technology in collecting and charting data
Step 2 – Analyze/Prioritize
• Review the data team rubric on p. 114
• Evaluate the team (based on the rubric) with regard to how data was analyzed and prioritized
• DMPS application – realistic challenges with analysis and assessment design
Step 3 – Set Goals
• Review the data team rubric on p. 117
• Evaluate the team (based on the rubric) with regard to how goals were set
• DMPS application – goal setting and student motivation
Step 4 – Select Strategies• Review the data team rubric on p. 122
• Evaluate the team (based on the rubric) with regard to how strategies were selected
• DMPS application – resources and support structure
Step 5 – Results Indicators• Review the data team rubric on p. 127
• Evaluate the team (based on the rubric) with regard to how results indicators were established
• DMPS application – “support” and “pressure” in equal doses
Step 6 – Monitor/Eval. Results• Review the data team rubric on p. 130
• Evaluate the team (based on the rubric) with regard to how results indicators were established
• DMPS application – “support” and “pressure” in equal doses
Culminating Evaluation• Data Team functioning as a PLC
• Use rubrics from pages 132-135 to evaluate the degree to which these educators function as a team.
Weed the garden!
Some challenges• Independent Contractor
• The Crow
• Eddie Haskell
• The Magpie
• The Multi-Tasker
• The Pendulum
• The Deflater
Some solutions???• Independent Contractor
• The Crow
• Eddie Haskell
• The Magpie
• The Multi-Tasker
• The Pendulum
• The Deflater
Culture of Leadership
• Transparency
• Inspiration
• Pay attention to cause and effect data
• Be data-informed yourself
• Learn this by doing this
Cause FactorsEff
ects
High results, high understanding
Replication of success likely
LosingLow results, low understanding
Replication of mistakes likely
LearningLow results, high understanding
Replication of mistakes unlikely
High results, low understanding
Replication of success unlikely
Leadership and Learning Matrix
LeadingLucky
Synthesis Statement
Consider your three responses to the 1-minute assessments
Create a synthesis statement that ties these three observations into a unique, personal observation on the use of data and the data teams process
Share around your table
Learning Targets• I can select relevant data to track progress
toward increased achievement
• I can interpret data to reveal strengths and targeted areas for growth
• I can relate the impact of adult actions to the learning of students
• I can actively participate to keep our learning moving forward
• ???
Decision Making for ResultsData Teams
Des Moines Public SchoolsAugust 1-2, 2011