Ted Lindquist

Ted Lindquist

Skills and Processes That Sustain Data Teams

Ted Lindquist

Farmington Beliefs• All children are capable of attaining high

levels of educational achievement.• Teacher collaboration in teams supports

individual teachers in the classroom.• Data are used to measure student

achievement and change instruction.• Student and teacher effort equals

achievement.

Ted Lindquist

The Landscape

• 4 K-4 Elementary Schools• 1 5-6 Upper Elementary• 1 7-8 Middle School• 1 9-12 High School

Ted Lindquist

The Landscape

• Well-articulated, standards-based curriculum

• Common Assessments• Standards-based Report Cards• Systemic approach• The use of data to improve professional

practice is part of a long history.

Ted Lindquist

The Landscape

• Teams – grade level/course/pathways– Tuning Protocols– Teacher Evaluation– School Improvement Process

• District Culture– Improvement of Professional Practice– Collaboration

Ted Lindquist

The Data Process

1. Get the data2. Analyze the data3. Prioritize needs4. Set, review, or revise goals5. Identify specific strategies to meet

goals6. Determine results indicators

Ted Lindquist

The Data Process

1. Get the data2. Analyze the data3. Prioritize needs4. Set, review, or revise goals5. Identify specific strategies to meet

goals6. Determine results indicators

Ted Lindquist

"Teaching or instruction is the area over which faculties have the most control.  We cannot change the parents of our students; we cannot exchange the student population for a new student population.  In some cases, we cannot change the adopted curriculum materials.  However, we can rapidly change the instruction our students receive.”

-Emily F. Calhoun

Ted Lindquist

Data Meetings - Needs

• Team participation and facilitative skills• Analysis skills• Knowledge/skill of researched

pedagogy and intervention models• Structured conversations

Ted Lindquist

Teachers must have the inclination to collaborate and learn from colleagues, and the culture must be sufficiently safe to permit the inevitable risk-taking inherent in such conversations.

- C. Danielson

Ted Lindquist

Data Conversation - August

Focus Date Outcomes Data Prior Work

What does my class/team look like?

August PD Day Plan immediate interventions for neediest students.

Examine common weaknesses among students.

Determine further information need.

Academic SummaryKM DataCMT DataIntervention Data

Ted Lindquist

August ConversationPrepare:• Using the data you have, highlight the students meeting or

exceeding standard in green, cusp students in yellow, fragile learners in pink. (Think of traffic lights)

• Record # and % of students who met EOY standard in Reading, Writing, Math.

Inquire:• What questions do you have about the data/students? What

further information do you need? What common needs do you see that may speak to curriculum/program issues in a previous grade?

Act/Assess:• How will you collect formative assessment data the first week/two

weeks of school to effectively implement instruction for the cusp and fragile learners?

Debrief:• How did this protocol help you think about planning for beginning of

the year instruction? How could the protocol be improved?

Ted Lindquist

Data Conversation - OctoberFocus Date Outcomes Data Prior Work

What interventions made a difference in student achievement?

What new strategies will be used for those who are not making progress?

October Grade Level Meetings

EEPDSMART Goal

Assessment DataTeacher Collection Sheets

Prior SMART Goals

Ted Lindquist

October ConversationPrepare:• Which students are your low progress students?Inquire:• What evidence from student work points to their weakness?• What further information do you need?• What intervention have you tried and what were the results of that

intervention? Was the intervention successful and how do you know?

Act/Assess:• What weaknesses point to a need for PD?• Create SMART goals.• What resources do you need?Debrief:• How did this protocol help you think/examine intervention

strategies? How could the protocol be improved?

Ted Lindquist

Data Conversation - NovemberFocus Date Outcomes Data Prior Work

What interventions made a difference in student achievement?

What new strategies will be used for those who are not making progress?

How will you collaborate with colleagues?

November Grade Level

Meetings

EEPDSMART Goal

Assessment DataTeacher Collection Sheets

Prior SMART Goals

Ted Lindquist

November ConversationPrepare:• From the report card, highlight the students meeting or exceeding standard in

green, cusp students in yellow, fragile learners in pink.• Of the students identified before as being below the bar, which of them has risen

and what specific interventions helped them?Inquire: For students not on track:• What specific skill is the student weak in? • What student work points to this weakness?• What intervention have you tried and what were the results of that intervention?

Describe how you implemented the intervention.Act/Assess:• What are your next steps to address student needs and how will you know if the

student improves? • Identify specific SMART goals with clear interventions.• How will collegial support (coaching, observation) be built into this next cycle?Debrief:• How did this protocol help you think about collaboration? How could the protocol

be improved?

Ted Lindquist

Impacts• Expansion of teacher repertoire with new

interventions, assessments, and strategies• Increased interdependence in the collegial work in

teams• Increased skill in analyzing assessment data and

connection to instruction/intervention• Emerging shift from designing standards-based

curriculum to standards-driven teaching

Ted Lindquist

Next Steps

• Teacher Leader Data Academy• Formative Assessment Design• Long-term Intervention Strategy