Teacher Data TeamsFOR RTI MODULE 5

What is a Teacher Data Team?

• Data Teams are collaborative teams designed to improve teaching, learning and leadership.– Laura Besser

• Data teams are the single best way to help educators and administrators move from ‘drowning in data’ to using information to make better instructional decisions. – Doug Reeves

Why Use Teacher Data Teams?

• It is what teachers and leaders do that matters the most

• Schools get better outcomes when they focus and learn from that focus

- 90 % minority- 90 % poverty- 90 % at or above proficiency, On Grade Level

Standards

A Constant:Our job description

• What do students need to know and be able to do? Standards

• How will we teach this? Instruction – adult behavior

• How will we know if they have learned it? student behavior - assessments and ‘look-fors’ in student work/learning

• What will we do if they already know it or don’t learn it? differentiate, intervene

Our Goal: To Increase Student Learning

How do we do this? By improving instruction!

How (Good teaching)

What (Standards)

There are two components to improving instruction:

Teacher Data Team Process

Standards Classroom Instruction

Teacher Data Team

Process

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

Teacher Data Team Process

1. Collect/Chart Data

2. Analyze strengths and obstacles

3. Set SMART goal(s) for

improvement

4. Determine Instructional

strategies

5. Determine results indicators

FOCUS Standards

Monitor and Evaluate Results

Begin Cycle Step 1

A Moment to Reflect

Think about your Teacher Data Teams this year. How can you deepen your implementation?

Setting “FOCUS” Standards in Writing

• “FOCUS” on standards, K-6– Met with each grade level– Reviewed writing standards– Determined which standards would be the ‘focus’

(approximately 5-7)– Charted and displayed focus standards to show

continuum

Setting “FOCUS” Standards in Writing

• Purpose– Define areas of emphasis– Provide seamless progression from one grade to

the next– Recognize grade-level focus, resulting in a

school-wide response

Next Step: Alignment

Some Examples of FOCUS Standards

1st Grade

2nd Grade

4th Grade

6th Grade

Where Do We Start?

• Introduction to Data Team Process

– Team Developed Norms– Roles of all members– Scheduling– Minutes– Agenda

Our Schedule/TimelineThurs. 3/24 Writing Prompt (New baseline)

Fri. 3/25 – Tues. 4/12 Collaboratively Score Writing Enter scores into A3

Tues. 4/19 Teacher Data Teams: Steps 1-5

Wed. 5/4 Administer Final Writing Prompt

Thurs. 5/5 – Fri. 5/13 Collaboratively Score Writing Submit Scores to Jayna

Tues. 5/17 Teacher Data Teams: Step 6

Teacher Data Team MeetingsApril 19th, 2011

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

Step 1: Collect and Chart DataTeacher

(#) STUDENTS

TAKING PRE-ASSMNT

(#) and %

PROFICIENT or HIGHER

(4-5-6)

(#) and %

JUST BELOW PROFICIENT

(3)

(#) and %

BELOW PROFICIENCY

(2)

(#) and %

Far to Go (0-1)

A (18) (18) 100%

B (18) (15) 83% (1) 6% (2) 11%

C (8) (6) 75% (1) 12.5% (1) 12.5%

Etc. Data Charted Before Meeting; Presented for All Classes In Grade Level: 2 Minutes in TDT

Grade Level

(91) (70) 77% (16) 18% (5) 5%

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

Step 2: Analyze Strengths and Obstacles

• For each proficiency area:- Identify things WE can influence and do something about

- Determine why - Determine strengths across all proficiency

areas - Determine and identify needs and

misconceptions across all groups

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

Step 3: Establish, Review, or revisit SMART GOAL

• The percentage of ______ (grade) _________ (content area) students scoring proficient or higher will increase from ______ (baseline) to _________ (target goal) by _______ (date) as measured by ________ (assessment) given on ________ (date).

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

Step 4: Determine Instructional Strategies

• What specific strategies are going to be used to address the identified needs (from Step 2)

• Link instructional strategies to specific needs for each performance group (differentiate)

• Describe who, what, when, how long, etc.• Prioritize

Leadership and Learning Center Data Teams Summit; Beach, FL February, 2011Clearwater

5. Determine Results Indicators

For each instructional strategy planned, ask,

When this strategy is implemented successfully, what will the adult behavior look like?

What will the students be doing?

What are the ‘look-fors’ in the student work? (Evidence that it is working)

We charted as we went along:

Post-Test Analysis TDT

• How did we do?• Did we meet our goal? • What are we going to do for the students who

are still not proficient? (Tier 2/3 Intervention)• How are we going to maintain proficient

students while we move on through the next instructional standards?