Data+Teams+-+How+to+Begin

This page is a compilation of ideas for implementing data teams in schools and resources from around the web. It offers suggestions for first steps and the resources can be tailored to meet the needs of the school/district.

~Sharratt and Fullan
=What is a Data Team?=

(District Data Team Toolkit (n.d.))

=Finding Time=

The www.allthingsplc.info website lists over 150 schools that have created time for teachers to collaborate in ways that don’t require the school to be shut down, don’t cost money, and don’t result in significant loss of instructional time. The following document shares some of the steps schools and districts have taken to create time for collaboration.

Time for Collaboration Ideas (Making Time for Collaboration, 2010) = = =Members of the Data Team =

There are several possible methods for developing a data team:

Department heads/ Grade level lead teachers - these people would be responsible for bringing the findings back to the other team/department members. Random faculty members based on interest or ability to use data. Suggestions for selection can be found in this from Doing What Works.

=Getting Started =

//**Create a Data Inventory**// - The data team identifies and summarizes all data available in the school. The following questions can guide the inventory process: What external, internal, and student-specific assessments do we administer? What content areas are assessed with each? What other student-specific information do we gather? When is each type of data collected? How can teachers find these data? How are the data used now? What might be a more effective use of the data? What data do we wish we had? The inventory can be maintained electronically for easy access and updates. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Boudett and Moody (2005)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Taking Inventory of Data Taking Inventory of Data (n.d.)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//**Getting Started Questions**// - Once your team is established the questions in the following document should be collectively answered.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;"> (Barnhardt, 2004)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//**Developing Team Norms**// -

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Learning Forward Article Developing Norms Activity <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">(DuFour & DuFour, 2012)

~Fullan, Hill & Crevola, 2006
=<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The Data Cycle = <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">http://www.ccsd.net/parents/resources/response-instruction/rti-collaborative-problem-solving.jpg

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//**1. Identify the Problem**//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Are we “walking the talk” of our mission—putting our goals into action? Look for data that would provide evidence of the key phrases. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Does the school have smoldering issues that need to be viewed more objectively? Look for evidence to confirm or contradict the prevailing positions. (Holcomb, 2012)

//**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 1.5;">2. Gather Data **//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">What is available and in use? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">What is available and not in use?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Drill down for student learning data related to the most essential concepts and skills. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">List all change initiatives under way in your school.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Which are working as intended?
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Which seem to be stuck? Why might that be?
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Identify existing efforts to stop, refine, sustain, or replace current efforts (Holcomb)

//**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. Develop and Implement the Plan **//


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 1.5;">Developing SMART Goals **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">SMART goals: Goals that are Strategic and Specific, Measurable, Attainable, Results-­oriented, and Time­bound (ONeill & Conzemius, 2006)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Why do we need SMART Goals? (DuFour & DuFour, 2012)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 0px; overflow: hidden;">

//**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">4. Monitor and Evaluate the Plan **//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Identify indicators of implementation. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Provide professional development needed for implementation. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Mutually agree on how data will be gathered to monitor implementation. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use data to identify internal expertise, respond to individual needs, and adjust timeliness and professional development plans. (Holcomb)

//**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">5. Determine Next Steps **//

(Baeder, n.d.) = = =<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Topics for Professional Development =

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How to develop diagnostic assessments for your class <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How to adjust the content and approach used in your class in light of student data <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How to identify types of data to collect to monitor school progress against goals for improvement <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Proper interpretation of test score data <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The mechanics of using the electronic data system (eMetric, PVAAS, CDTs) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How to formulate questions that can be addressed with data <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Techniques for collaborating with colleagues on the use of data

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">(Implementing Data-Informed Decision Making in Schools: Teacher Access, Supports and Use, 2009)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 1.4em; line-height: 1.5;">**References**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Baeder, J. (n.d.). Data Team Cycle Process Reflection. Retrieved January 29, 2015, from <span style="color: #0000cc; font-family: arial,sans-serif;">[] <span style="background-color: #dddddd; font-family: arial,sans-serif;">.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Bernhardt, V. (2004). Data analysis for continuous school improvement(2nd ed.). Larchmont, NY: Eye On Education.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Boudett, K. P., & Moody, L. (2005). Organizing for collaborative work. In K. P. Boudett, E. A. City, & R. J. Murnane (Eds.), Datawise: A step-by-step guide to using assessment results to improve teaching and learning (pp. 11-28). Cambridge, MA: Harvard Education Press.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Conzemius, A., & Neill, J. (2001). //Building shared responsibility for student learning//. Alexandria, Va.: Association for Supervision and Curriculum Development.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Creating a Data Plan | The Doing What Works Library. (2011, January 1). Retrieved January 27, 2015, from http://dwwlibrary.wested.org/media/creating-a-data-plan

District Data Team Toolkit (n.d.). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Retrieved January 15, 2015, from http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf#search=%22Data%22.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 1.5;">DuFour, R. (2006). //<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 1.5;">Learning by doing: A handbook for professional learning communities at work //<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 1.5;">. Bloomington, Ind.: Solution Tree.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">DuFour, R., & DuFour, R. (2012). Essentials for principals the school leader's guide to professional learning communities at work. Bloomington, Ind.: Solution Tree Press.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Holcomb, E. (2012). //Essentials for principals data-based decision making// (3rd ed.). Bloomington, Ind.: Solution Tree Press.

Making Time for Collaboration (2010). Retrieved January 29, 2015, from @http://www.allthingsplc.info/tools-resources/search-result/view/id,77

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Richardson, J. (1999). Norms put the ‘Golden Rule’ into practice for groups. Retrieved January 27, 2015, from @http://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf?sfvrsn=2

Taking Inventory of Data (n.d.). Retrieved January 29, 2015, from @http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321744

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">U.S. Department of Education, Office of Planning, Evaluation and Policy Development//, Implementing Data-Informed Decision Making in Schools: Teacher Access, Supports and Use//, Washington, D.C., 2009.