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How Teacher Teams Help Students Succeed:

Guided Experience

Data Teams Training

Woodburn School District

August 2019

Signal Word: Data Invites + Action and Reflection

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Meet Your Trainers:

Andrea Sande

Ali Hurd

www.educationalexcellence.org

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Ice Breaker

Introduce yourselves with your name and your school.

As a table, you get to have one cell phone. You will create it together!

Each of you select a different app that you would add to the phone (brainstorm 3 on your own so that if someone selects yours, you have another). Choose a recorder!

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Objectives for the Day

Examine each step of the process through guided practice
Reflect and attach new learning to what you know
Determine personal strengths & areas of need in your use of data

Quick Write: Write one strength and one area for growth

in regards to your use of data.

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Using our knowledge of

Assessment for Learning…� (CASL, Stiggins)�

Where are we going?
Where are we now?
How can we close the gap?

Today we will repeat this for each step.

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Proposed Group Norms

Pull your own learning wagon
Be mindful about time
Listen for catch and release signals

(Raised hand = Conversation wrap up)

Technology has become one of our best assets and liabilities... Please set aside until prompted

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The Challenge We Face...

Turn and Talk-

What is equity supposed to be?

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Newsflash

This is NOT what is happening in most districts!

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The Reality for Most...

Turn and Talk-

What is actually happening?

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The Danger of…

… All Talk, No Action or Ineffective Action

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“Where are we going?”

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Purpose Statement

… is an ongoing process in which educators (teachers and administrators) work collaboratively in recurring cycles of collective inquiry and action research to support the learning of each and every student.

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Brainstorm:

What do you currently do with your Data/PLC team?

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https://www.baker-richards.com/insights/the-challenge-of-true-collaboration/

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Why Norms?

“The establishment and adherence to team norms helps build team discipline, trust between team members, and supports a safe environment…”

Basic norms often include:

Time agreements, roles, agenda use, methods for decision making, commitment/accountability statements

Higher performing teams often include:

Avoidance of negative talk/put downs, time set aside for celebrating success, no rank/all peers (over time), have fun, regular quality reviews

New teachers? New to the team?

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Norms: Example/Non Example

Be Focused
Stick to the Agenda
Be Professional
Be Active Participants
Listen to Others’ Ideas
Create a Safe Environment
Focus on our Learners
Be on Time
Use Technology Professionally

Try to encourage your teammates to move past basic professionalism. That should already be a given!

Set realistic agendas! Start Time means in the house - Start the agenda 5 minutes later
Decision Rule: Discuss both options, then vote. Majority Rules
Honesty/Conflicts - Tell people when they need to step up their game in a nice way. Seek advice from team members about communication if needed, but do not vent about team members with other team members. Avoid telling yourself stories that may be based on little fact.
Code Word: Noodlehoffen - use to get all back on track! If Noodlehoffen is ignored, a round of drinks must be purchased by ignorer.

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The L² Matrix & Data Teams

Understanding Antecedents of Excellence

Achievement of Results

Lucky

Losing

Ground

Leading

Learning

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Guaranteed & Viable Curriculum

What is it and how do we get there?

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“It says Common Core

and has the CCSS number?!”

51%

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Purpose of Curriculum Maps

Communication and reflection

We rarely have these conversations!

Identify what occurs throughout the entire school year
A picture of students’ experience from grade to grade
Teacher expectations to parents and students
Locates gaps, repetitions, areas for integration, assessments
Authentic alignment to standards
Accountability
New teachers
Defines expectations

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“Curriculum mapping is not one more thing on our plate… it is the plate!”

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A Review of the

Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence)

Unit Map

(Forward)

Backward Map

(Diary/Reflection)

Teacher Generated @ Building Level

Teacher Generated @ District Level

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Types of Curriculum Maps

Projection Map*- district decision to map when and what things are taught in the classroom. (Intended)

* See Handout

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Quality Projection Maps

Guaranteed & Viable…

A year at a glance
Standards-based with key words
Sequence of units
Real, realistic dates
Improve every year!

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Types of Curriculum Maps

Forward/Unit Map – follows district projection map with standards deconstructed into student-friendly learning targets, assessments and instructional strategies.

(Intended)

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RI.2 Identify the main topic and retell key details of a text.	Effective readers use a variety of strategies to make sense of key ideas and details presented in text.	What do good readers do? Am I clear about what I just read? How do I know?	main idea topic retell key detail important vs. interesting text	I can define main idea/topic (who or what the text is mostly about).(K) I can identify the main idea or topic of a text.(S) I can retell the key details of a text in sequence (e.g., who, what, where, when, why, and how).(S)	-Pre assessment occurred in unit 1 (using water cycle text and DRA retell rubric lines only Response sheet graphic organizer (PM) -Recycling text using DRA retell rubric lines only	ELA Adoption Unit 2: Lessons 1,2, consolidate lessons 3 & 4, teach 5,6,9 and leave four days for lesson 11 (it’s the heart!!!). Skip lessons 7,8,10 Anchor chart (Think bubbles re: who, what, where, when, why) CCD for main idea, retell, key detail Relate to our writing and bridge the connection to reading (check writing to sources from adoption to strengthen link) Model thinking aloud after using pictorial input (create w/ composting process text) Turn and tell for practice with shared texts Response in reading journals/sticky notes. Response sheets-story mapping-graphic organizer. (with GRR model, shared, table groups, partners, solo, and second solo will be progress monitor). Review other comprehension strategies and also referring to their strategy cards.

This is a Rough Draft Core Unit Plan

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Step 1: �Plan & Prepare Instruction

What’s the order of this step?

In table groups, work to order the cards.

When you are done, stand up!

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The Flow of Step 1: Plan & Prepare

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Step 1: Plan & Prepare Instruction

Deconstructing a standard to ensure we know what the standard is asking students to know, understand and be able to do & creates links between:

Plan and prepare instruction

Enduring understanding
Essential questions
Content and vocabulary
Student learning targets
Assessments
Instructional strategies

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Roadmaps to Learning…

Common Core State Standards

Identify desired results.

(Targets)

Determine acceptable evidence. (Assessment)

Plan learning experiences and instruction. (Strategies and Lessons)

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In the last 30 seconds… you became a fifth-grade teacher who has completed Step 1, from selecting priority standards all the way down to administering the pre-assessment!

Wow – you sure work fast!

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Step 1: Guided Practice

The team process sheet is a place to capture the conversation

Have one person on your “team” enter this link: http://bit.ly/5thGradeProcessDoc
Click: make a copy
Next, share the “sheet” with your two teammates
Take a moment to click around and check it out

Remember this is not the outcome, it is a scaffold!

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Step 1: Guided Practice

Tips of the Trade:

Read the map from left to right and right to left to ensure alignment
Make sure that all the parts link together
Follow the “FLOW” of step one

Link to just the core plan: http://bit.ly/5thCorePlan

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Life is Busy & Agendas are Tight

Don’t Forget that Step One is...

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Reflection: Where are we now?

How does this step compare with what

you have learned or done before?

Use the Team Process Sheet example to reflect,

set specific goals and record on the note-taking tool.

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Time for a Break

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Step 2: Organize and Chart Data

Score the assessment based on the rubric
Chart data into these categories:

Exceeding/Meeting
Close to Proficient
Far To Go/Approaching
Intervention

Organize

and chart data

Select a group of students to focus your plan on

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Why Sort?

Elementary

I don’t want to leave anyone behind! Am I really supposed to set aside some of the kids’ papers?

Secondary

There is no way I could analyze all of my students’ work. I have 180 students!

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Step 2: Guided Practice!

Tips of the Trade:

Make sure your cut scores allow for students to be separated out into groups with like needs. If most of your students will end up in one group, change your cut scores BEFORE you chart.

Sometimes it may be easier to use descriptors for cut scores, rather than numbers.

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Reflection: Where are we now?

How does this step compare with what you have

learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Step 3: Analyze and Prioritize Needs

Review the results:

Determine the performance strengths for each group of students

What do the students know and/or understand relative to the standard?

Determine inferences

What is going on in the students’ minds that is leading them to be successful?

Determine the mistakes/misconceptions for each group of students.

What errors do you see that demonstrate a simple mistake or misconceptions?

Analyze data and prioritize needs

Always start with strengths—

What are the students able to do relative to the criteria and performance expectations?

What does this student know and/or understand?

I need to know what my students are able to do first, so that I can build upon it.

Then determine an inference as to why the students are successful on those skills.

Then look to the errors/misconceptions—

Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement.

Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc?

What are the crucial knowledge, skill, or content gaps we need to address?

Then write an inference as to why the students have those errors/misconceptions.

Overgeneralization of a rule?

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Step 3: Analyze and Prioritize Needs

Review the results:

Determine the mistakes/misconceptions for each group of students

What errors do you see that demonstrate a simple mistake or misconceptions?

Determine inferences

What is going on in students’ minds that is leading them to be unsuccessful?

What trends do you see in the student errors?

What patterns do you see in the groups of students whose work exhibits those errors?
Is there an issue with the assessment?

Determine the mistakes/misconceptions for each group of students.

What errors do you see that demonstrate a simple mistake or misconceptions?

Analyze data and prioritize needs

Always start with strengths—

What are the students able to do relative to the criteria and performance expectations?

What does this student know and/or understand?

I need to know what my students are able to do first, so that I can build upon it.

Then determine an inference as to why the students are successful on those skills.

Then look to the errors/misconceptions—

Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement.

Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc?

What are the crucial knowledge, skill, or content gaps we need to address?

Then write an inference as to why the students have those errors/misconceptions.

Overgeneralization of a rule?

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Step 3: Analyze and Prioritize Needs

Determine the priority need for the group, knowing some needs will have to be sequenced for addressing later.

Analyze

data and prioritize

needs

Always start with strengths—

What are the students able to do relative to the criteria and performance expectations?

What does this student know and/or understand?

I need to know what my students are able to do first, so that I can build upon it.

Then determine an inference as to why the students are successful on those skills.

Then look to the errors/misconceptions—

Identify the specific skills, concepts, practices, or experiences each group of students will need to progress to the next level of achievement.

Are there specific groups of students performing at a particular level, such as boys or girls, special population students, ELL, etc?

What are the crucial knowledge, skill, or content gaps we need to address?

Then write an inference as to why the students have those errors/misconceptions.

Overgeneralization of a rule?

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Step 3: Guided Practice!

Tips of the Trade:

Don’t forget to select a prioritized need!

Think of this step as the laundry list of skills your students have/will need.

Select the most necessary/high leverage need first, then work your way through the rest of the list.

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Reflection: Where are we now?

How does this step compare with what you have learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Data Must 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

Analyze

data and prioritize

needs

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Step 4:

Select Common Instructional Strategies

Based on the prioritized need identified in Step 3...

Identify research or evidence-based strategies.
Agree upon which instructional strategies will have the most impact on the prioritized need.

Select common instructional strategies

Start with 1-2 strategies and have teachers scaffold learning so that students go deeper in their learning. For example, problem solving in math-teach perseverance-giving students problems that are too difficult and then debriefing. The strategy itself, teacher questioning.

What practices might support increased understanding of the concepts or performance?

What experiences does the student need to further learning?

Are there any other factors to consider as we begin to explore instructional strategies?

If my strategy is to increase the opportunities for problem solving on more rigorous tasks in my mathematics classroom, I need to...

1. Teach students how to persevere when struggling with tasks

2. Model how to engage with a problem through Think Aloud, Three Read, or Problem Stem Strategies

3. Model different problem solving strategies (Draw a picture, write an equation, make a table, etc.)

4. Teach students how to share their thinking

5. Teach students how to listen, reflect upon, and respond to the thinking of other students

So, one strategy with multiple steps or sub-strategies inside.

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Strategy Matches Student Need

Needs → Inferences → Strategy Selection

Unable to generate questions.

(telling instead of asking)

Do not know how to form interrogative sentences.

I don’t know how to ask so I’m going to tell them instead.

Graphic Organizer

Chant

Will these specific strategies directly impact this error?

Does it match?

Is it a new strategy or is it what we’ve always done?

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Step 4: Guided Practice!

Tips of the Trade:

The strategy you choose should be high impact and MUST match the prioritized need!

Work as a team to brainstorm strategies. Pick one or two of the strategies and add them to the process sheet.

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Reflection: Where are we now?

How does this step compare with what you have learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Dear Facilitator …

Burning questions?

Concerns?

Confusion?

What are you still wondering about?

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Lunch, Glorious Lunch!

60 minutes 4 seconds

http://www.online-stopwatch.com/candle-timer/full-screen/

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Step 5:

Determine Results Indicators

Determine results indicators

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Step 5: Determine Results Indicators

What will I (teacher) do?
What will students do?
What will I see in their work if the strategy is working?

Determine results indicators

Make the procedure explicit

so it is replicable, to achieve best results!

This is where the professional learning comes into PLCs. When teams collaborate on unit and lesson design, they have deeper discussions about research based strategies that work best for teaching specific concepts. Expands their toolbox.

Remind that students should be doing the heavy lifting. Think deeply about how to get students to engage with the task. What we see in the work is our assessment of whether the strategy is shifting the dial.

Explicit is more than just saying the strategy—help teachers walk out of the meeting with an in-depth plan of how to implement. “Modeling” is a great strategy, but all teachers have a different picture of what modeling looks like. We need our picture to be as similar as possible to be able to determine if the strategy was successful in moving the dial for our students.

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Step 5: Guided Practice!

Tips of the Trade:

This is your chance to get SPECIFIC, solid instructional plans to meet the needs of these learners.

After answering these questions, you should have your lesson plan.

Part 5c also generates your progress monitor!

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Self-reflection: “Where are we now?”

How does this step compare with what you have learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Step 6: Create a Theory of Action

If we ______________, then _____% of our

(Step 4) (Step 2)

students will be able to _________ by _______ .

(Step 5c) (date off your map)

If we use place-value mats to teach double-digit subtraction,

then 76% of 2nd grade students will be able to subtract double digit numbers accurately by Jan. 22, 2020.

Create

a theory

of action

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Goal/Theory of Action Algorithm

Pre-assessment Data	Exceeding/ Meeting	Close to Proficient	Far to Go/ Approaching	in Need of Intervention
Teacher A (24)	3	5	10	6
Teacher B (26)	2	3	18	3
Teacher C (23)	2	6	6	9
Teacher D (27)	1	12	12	2
Total (100)	8/100 = 8%	26/100 = 26%	46/100 = 46%	20/100 = 20%

100% of Exceeding/Meeting = 8

100% of Close to Proficient = 26

50 – 75% of Far to Go/Approaching = between 23 and 35 students

Less than 25% of Far to Go, in Need of Intervention = between 0 – 5 students

8 + 26 + 23 = 57, 57/100 = 57% 8 + 26 + 35 + 5 = 74, 74/100 = 74%

Theory of Action between 57% and 74%

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Step 6: Guided Practice!

Everyone stand up.

Create

a theory

of action

Sit down when you have created your theory of action using the algorithm!

If we ______________, then _____% of our

(Step 4) (Step 2)

students will be able to _________ by _______ .

(Step 5c) (date off your map)

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Step 6: Guided Practice!

Tips of the Trade:

This should be your quickest step - spend less that 10 minutes on this!

Use the algorithm, it takes less time than a debate over what percentage is fair/sounds good and refocuses team time and effort on more important elements.

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Reflection: Where are we now?

How does this step compare with what you have learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Step 7: Reflect, Monitor

& Evaluate the Process

Reflect on the process on an ongoing basis
Determine which steps went well, and identify areas where additional training or support are needed
Reflect on the growth made in each classroom.
Discuss differences in instruction
Revise core plans/curriculum maps
Draft the next agenda

Reflect; monitor and evaluate results

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Types of Curriculum Maps

Backward Map (diary, journal) - mapping, reflecting as you go and once you’re done. Making notes for future use (enacted/implemented)

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Elements of a Backward Map May Include:

Revision of...

Learning Targets
Assessments
Instructional Strategies
Reflections/Notes

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Tips of the Trade:

Build this into your agenda so that you make sure to actually do it.

Record your thinking so that you remember for next year!

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Reflection: Where are we now?

How does this step compare with what you have learned or done before?

Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Remember...

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Roles Must be Defined & Carefully Selected

Core Roles:

Facilitator
Time keeper
Recorder/Scribe

Additional:

Process Observer/Engaged Participant
Support Members: Administrator/coaches etc.
Data Manager

Team members often have multiple roles, but a single person should not have ALL of the core roles!

Typically NOT the administrator

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An AGENDA is Essential

Provides a targeted focus for the meeting
Communicates the team’s priorities
Offers a roadmap of what will be accomplished
Helps team members come prepared
Allows a team to track accomplishments over time

NOTE: Agendas should be drafted at the end of each meeting

http://bit.ly/BlackBoxSchoolGH

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Location of Meetings

Shared Space or Approximate Locations
Leverage Your Resources Thoughtfully

Coach/Admin/Support Team
Materials
Technology
You!

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Give one,

Get one…

If I could only remember one thing about the data team process I would remember...

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www.educationalexcellence.org

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Feedback

Your feedback is important to us.

Please fill out the last page of your participant packet.

We read every response!

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