Data+Lead+Teachers






 * What is a data team? **

Data teams are a very common part of many schools currently. Data teams are made up of teachers, administrators, counselors, and other staff members that work with students on a regular basis. They meet to discuss and analyze data that has been collected. This can help to identify problem areas and propose solutions for individuals and groups of students. With an increase in high-stakes testing and accountability for teachers based on student learning, many schools are now focusing more heavily on tracking these abilities and weaknesses of each and every student. While not a new procedure, there does now seem to be a heavier emphasis on data tracking and data team meetings in the current educational environment.


 * What does the data process look like? **

The general process for data use is well-diagrammed in the following picture:



The idea is that the data process should be a never-ending continuum. Teachers and school staff should constantly be collecting data, both formally and informally, interpreting this data and analyzing it to make sense, and modifying instruction based upon this analysis. Modifying instruction may mean reteaching certain objectives, using warm-ups or down time to build in extra practice, or when it is a small number of students, differentiating lessons or pulling students for extra practice and one-on-one or small group instruction to ensure objective mastery.


 * How do schools use data teams? **

Ideally, every teacher should be using such a system in their classroom continually. This can be supported by a data-driven culture district level down to the school level. Once this reaches the classroom, teachers should focus on making it a part of their instructional cycle, and ultimately, teachers should be teaching students how to examine, interpret, and track their own data.[| Doing What Works] uses the following diagram to show what the best practice for data is throughout a school system:




 * What do data teams do? **

Data teams can look different from school to school, and some schools do a better job of setting the expectation for meetings than others do. This [|video] shows a great example of what a data team meeting can and should look like. The solutions-oriented method is something that ultimately could have a very high impact on students, especially when teachers are making an effort to incorporate problem areas in a cross-curricular way.

The following table shows some things that are demonstrated in the video and some things that my school currently does and could be working on improving:

To download a Word document of the table above, click [|here].
 * || **Supports for Data Driven Culture** || **Vision for Data Use** || **Cycle of Instructional Improvement** || **Student Use of Data** || **District-wide Data System** ||
 * **Examples from the video** || Reviewing data within a team helps further the focus on data-driven instruction and the expectations for teachers to track and utilize data with peers. || The staff members set a very clear goal of 50% for mid-year and 60% for the end of the year (taking into consideration that the current level was 39%). This seems to be both achievable but also something that will push staff/teachers to meet the goal. || When looking at the specific data, the staff members discuss how they are going to review the objectives students have not mastered (i.e. in warmups). They discuss specific resources that can be used and methods that have worked. Differentiation seems to be a big focus, as does vocabulary. || The staff seems to discuss data openly with students, particularly the student discussed towards the end of the interview. The staff seems to be honest when discussion these things with students (i.e. “we have tried many interventions, and we are now looking to try something more individualized”). This helps keep students involved in the process; however, self-tracking may also prove very useful. || Though not mentioned explicitly in the video, the team seems to have a very clear district-wide data system in place. They are tracking necessary data and using it appropriately to set goals and intervene with students when needed. The regularly scheduled meetings and check-in help facilitate the necessary discussions that followed. The collaboration amongst teachers seems to be very encouraged, making data-influenced decisions much easier to make. ||
 * **Examples from my school** || Data is regularly collected by school administrators and department heads to compare notes and ensure that all teachers are tracking data appropriately; data is then analyzed and patterns are discussed in Professional Learning Communities and department meetings. || Goal and vision setting is department-wide and set based on district reading and writing assessments for English class. While these goals are set very clearly, they are not often revisited or discussed amongst peers. There definitely needs to be a better job of communication between administration and teachers about data. || On a personal level, I track and monitor exit tickets (called Demonstrations of Learning, or DOLs). I use this to inform instruction in my room, look for weak spots with reading and writing objectives, and to decide what I need to re-teach or practice more in warm-ups or through intentional, incorporated practice. || Students are made aware of their assessment scores for district tests and proficiency levels are openly discussed. In some classes, students track their own grades and even objective mastery. This gives students a chance to actually understand where their strengths and weaknesses lie, holds them accountable for their own education, and seems to work as a motivator as well. || The Harrison 2 School District tracks data very closely based on district assessment and state-level tests. Students’ scores and proficiency levels are readily available, and district goals are clearly set for each year and each school related to growth in proficiency (this year’s goal is 10% growth from last year on CSAP). ||


 * How does my school utilize data teams? **

Currently, there is __ not __ a very strong system in place at my school for data teams. There is no official school-wide data teams, and discussion of students and data seems to only take place when it is teacher-initiated. There is not a common data expectation throughout the school, and there is not a common process/procedure for collecting and updating data. While some individual teachers do a very good job, this is definitely an area school-wide that could benefit students if improved. Many of the steps would be fairly easy to implement and very beneficial in the long run for students. The only setback, of course, would be time. However, if a weekly or bi-weekly meeting time was set aside, the positives would far outweigh the drawbacks.

For more information about Data Team Meetings and best practices for data use, visit [|Doing What Works.]

Sources: []

=** Additional Resources: **=

https://calicoaches.wikispaces.com/Training+Resources+for+Coaches

http://daretodifferentiate.wikispaces.com/Background+information+on+differentiation