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Professional Learning Communities Data Teams. Day One. Guiding Questions of A Professional Learning Community. What do we want students to know? How will we know if they have learned it? What will we do for the students who have not learned it? - PowerPoint PPT Presentation


Triad Site Day Data Teams Meeting

Professional Learning Communities

Data TeamsDay One

Introductions 1 minHello Teachers from Mill, Phelan and AndrewsWe would like to welcome you to our Day 1 PLC follow up day focusing on the learning the Data Team Process1Guiding Questions ofA Professional Learning CommunityWhat do we want students to know?How will we know if they have learned it?What will we do for the students who have not learned it?How will we extend and enrich the learning for students who have?1 minWe would like to begin with the 4 guiding questions of a PLC

2One of the Six Characteristics of a PLCCollective InquiryPeople in a learning community relentlessly question the status quo, seek new methods of teaching and learning, test the methods, and then reflect on the results.They reflect publicly on their beliefs and challenge each others beliefs. They share insights and hammer out common meanings. They work jointly to plan and test actions and initiatives. They coordinate their actions, so that the work of each individual contributes to the common effort. 2min

Share slide with participantsOne of the 6 characteristics of a PLC focuses on Collective Inquiry, this is defined by the behaviors and commitments of those in a professional learning community. Facilitator reads fist phrase People in this characteristic describes common behaviors and actions that distinguish the work people do in a PLC The bullets below describe HOW they accomplish this.. Facilitator reads bullets

3Todays Objectives Establish Triad Grade Level Teams

Review and Begin the Data Team Process

Grade Level Meeting Agenda1minToday we will focus on accomplishing the following objectives4The data team process for resultsData TeamProcess2 minThe following graphic shows the cycle of the data team process. We will be taking you through this process with your triad grade level teams.The expectation is that you can continue this process at your school site with your grade level team.Read the 6 steps and explain that this process is on-going and ensures that we monitor student progress towards meeting grade level standards.

5Data TEAm DefinitionsData Teams use common priority standards, generate common formative assessments, and use common scoring guides to monitor and analyze student performance.Data Teams are small, grade-level, department course, content teams that examine work generated from a common formative assessment in order to drive instruction and improve professional practice.Data Team have scheduled, collaborative, structured meetings that concentrate on the effectiveness of teaching and learning.1min The following gives us a definition of Data Teams. 6Quick WriteCompare your current data team practice with the Data Team description.How are the structures the same? How are they different?Data Team Definitions and Reflection Page

3 minParticipants reflect and share their writing with a partner in their group.Presenter walks around and listens in on the discussions about what is currently in place and what is differentClose by summarizing similarities and differences7ROlesIntroduce yourself to your new teammates.Select one person for each role:Facilitator RecorderTimekeeperFocus MonitorGrade Level Meeting Agenda2min- Take 2 minutes to assign roles to those in the team. These roles will be rotated every time we meet, so that everyone in the group gets a turn to experience all roles of an effective team

Facilitator: Lead and guide conversationRecorder: will take notes and distribute notes via e-mailTimekeeper: will set timer to keep group moving through tasksFocus Monitor: keeps the group focused and does not allow any bird walking

8Setting NormsIf we are to have productive data team meetings then we. (state the expected behaviors)1.

Grade Level Meeting Agenda5 minutes 9Analyzing dataReview District-wide Cluster Analysis Data

5minExplain to teachers for the sake of having a common goal and data to analyze, we will look at the district-wide data to choose our focus. As you return to your sites feel free to look at your own data to determine your site needs. However, we need to choose this as our common goal so that we can go through the process together.Explain cluster analysis data chart 2nd grade example

The gray boxes across the top are the clusters for ELA CST test The 2nd row across tells you the number of items on the test in each clusterThe next row tells you the % correct in that cluster for students that scored min advanced overall, this means that if to be advanced you need to score 400 then only those students that barely met advanced were are represented in the data. These students on average got 87% correct of the 22 questions for that cluster.The next row tells you the % correct in that cluster for students that scored min proficient overall, this means that if to be proficient you need to score 350 then only those students that barely met proficiency were represented in the data. These students on average got 73% correct of the 22 questions for that cluster.The next row tells you the average % correct in this cluster for all the students in this grade level in Whittier city schoolsThe last box tells you the difference between WCSD and the minimally proficient students state wide.

The purpose of this is to help us make informed decisions about our instructional programs and practices.It also helps us determine a focus for unwrapping standards in a specific domain.Today we will use this data for that purpose.

10Guiding Questionsto Analyze DataWhich clusters carry the greatest value in terms ofLeverage, or skills to take across curricular areas?Endurance, or knowledge to take to the next grade levels?Success in lifeState TestOf those clusters, where is the biggest achievement gap?As a grade level team agree uponthe cluster you will focus onpriority standard or standards to take through the data team process.

2minIn the center of your tables you will find Cluster data for your grade level.You will have 5 minutes to look at the data and decide on an area to focus on for the purposes of going through the data team process

11UnwrapPING Priority StandardSUnwrap the standards: Underline the concepts (nouns) and circle the skills (verbs)Create a T- chart of unwrapped standardsLabel level of rigor using Blooms TaxonomyUnwrapping Standards Template

1 min. Using the template in your folder, each grade level team will unwrap the standard the team selected. You will create a T-chart showing the concepts and skills students need to know Lastly label the level of Blooms.You will have 15 min to complete this process. Please make sure to adhere to the roles that were assigned to keep the process moving.

12UnwrapPING Priority Standard(S): ExampleConcepts: (KNOW & UNDERSTAND)Skills: ( DO & APPLY)Main ideaSupporting details(4) Distinguish (main ideas and supporting details)RC 2.5 DISTINGUISH between main idea and supporting details in expository text.1 min Here is an example. Please use the template in your grade level folder. If you have time you can unwrap more than 1 standard.You may now begin 10 min.13Data teams begin by asking the question..What evidence do we need to collect in order to know if students have mastered the concepts/skills for this data cycle?1min Now that all grade levels have had the opportunity to unwrap, the next step is to create a CFA common formative assessment that best assesses the skills and concepts unwrapped from the priority standards. The question your team should ask at this point is the following14Common formative AssessmentAssessment TypeDefinition ExamplesSelected ResponseChoosing the answer from a set of alternatives-Multiple Choice-T/F Questions-Matching-Fill in the blankShort Constructed ResponseProviding a brief answer in writing or by drawing a diagram or picture-Thinking Maps-Outline the major concepts-Brief written response questionsExtended Written ResponseWriting the answer-List and explain the most important causes of an event-Compare and contrast two concepts Choose from a set of alternatives and justify the choice2 min.The following options for CFA are available Facilitator describes the 3 types 15CFA Short constructed responseRead the paragraph. Then, answer the questions. Snakes are interesting animals. They do not have any legs, so they move around by wiggling their entire body. They also do not have any eyelids, so their eyes are always open. Most snakes can also swallow things that are bigger than its head. These features and more make snakes interesting animals.What is the main idea in this paragraph? Write it in a sentence.2. Write down 2 details from this paragraph? Write it in a sentence or two.

1min.This is an example of a short constructed response assessment based on the 3rd grade standard RC 2.5 Notice how it directly assesses the skill and concept from the Priority Standard. A constructed response CFA can be short. It can be 2-4 questions. This sample is in your folder.

A selected response can be 8-10 questions.16Creating the CFAScoring Guide and Criteria

4321Topic sentence is phrased in their own words.There are 2-3 details that are stated in their own words. Topic sentence is restated.There are 2 general details. No main idea is stated/confuses main idea with details.There are 1 - 2 details.

No main idea.There is 1 or no details. 3 minOnce the assessment is complete. It is important to collaboratively create a scoring guide and discuss indicators for students scoring at various levels.What will advanced students score? What will proficient students score? What do we expect to see from student work if students are strategic or intensive?17Determine Criteriafor analyzing Student datain a Selected-response CFA

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