My Data Wise Journey

July 2013
My very own classroom and school

Brittany Mahoney

Step 1: Organize for Collaborative Work

In Step One, Organize for Collaborative Work, you adopt an improvement process and set aside time for teachers to look at data collaboratively. You also launch a data team. One of the first things this team does is to review the types of data your school collects and the instructional initiatives your school is implementing.

TEAM & STRUCTURES

Step 1: Our Process

Adopt an improvement process Make time for collaborative work
We met twice a month to review student data (Aimsweb)

Launch a data team

We have 5 teachers including 1 SPED teacher.

Review data and initiatives

We look at our Aimsweb scores and compare it to the nation and district scores. A computer generates all graph and organizers after the teacher enters the score.
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Step 1: Our Evidence

Step 1: Our Reflections

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What worked well
A team was formed. Data was looked at. We met frequently. We compared progress.

What to change next time

More than one type of data should be organized. Organization must be logged and notes should be taken during meetings. Accountability should be formed during this step. Form initiatives during this step.

Next Step

Look like

An organized mess, complete with eraser shavings. Grade level meetings written on the calendar. Ways of communicating are established.

Asking for help. Laughter may occur. Conversations are made with the habit of mind. A protocol is followed through conversation.

Feel like

Trusting, no fail environment Conversations are welcomed New ideas can flourish A plan is set in motion and I am expected to follow through.

Sound like

Step 2: Build Assessment Literacy

In Step Two, Build Assessment Literacy, you review what skills are tested at your school. You study how results are reported and you learn basic principles about how to interpret those results responsibly.

INCREASED COMFORT WITH DATA

Step 2: Our Process

Review skills tested
We looked at the tests completed across grade levels.

Study how results are reported

We were able to play with the results that we enter with a computer generated program.

Learn principles of responsible data use

We looked at the skills that need to be reviewed to show improvement.
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Step 2: Our Evidence

We became very wellversed in what was expected at our grade level. We also knew what scores meant that our children were making adequate progress.

Step 2: Our Reflections

What worked + well for usworked in this step What well What we would like to improve for next time What to change next time

[Insert reflections]

[Insert reflections] We spent a lot of time learning how to administer the test and what it showed. We were given a lot of literature about the tests. Importance was emphasized on adequate testing and data analysis.

[Insert reflections]

[Insert reflections] We only learned one test that tested one skill, fluency so; we must add other assessments to address in the these meetings. We need to review this step more than three times a year, even if it is just for 5 minutes.

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Next Step

Look like

A group of a teachers gathered around looking at a variety of assessments. A team facilitating and walking around checking on grade level teams. Teachers reviewing charts and reports.

Discussions that are led by talking about what charts mean. Teachers are discussing data range. Teachers are talking about what kids will need to succeed.

Feel like

Sound like

Assessment literacy is not taught in isolation. Its a group effort. I know whol I can go to, to ask for help.

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Step 3: Create Data Overview

PRIORITY QUESTION

In Step Three, Create a Data Overview, you choose a focus for your data analysis. You analyze your data, looking for the story behind the numbers. Then you display the data using easy-to-read charts. Finally you provide teachers with an opportunity to make sense of the data.

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Step 3: Our Process

The focus area for this journey was: Oral Fluency Team members were gathered three times a year to discuss student scores via Aimsweb.

Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so 13 that all staff members participating in the data overview saw themselves playing a role in it.

Step 3: Our Evidence

Often we would print out reports that showed progress of our school, individual students, and our class. We would use these to discuss our focus area.

[Insert no more than three slides from our data overview]

Grade level teams were encouraged to overview this data once a quarter.

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Step 3: Our Priority Question

Struggling readers had low fluency scores. We identified the following priority question: What skills do our students need to improve their fluency rate?

Our priority question arose from a collaborative process, relates to instruction, narrows the focus of inquiry, takes into account current resources, and taps into something we are motivated to investigate.

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Step 3: Our Reflections

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What worked well
Our team was able to meet with no conflict. The data charts produced by the Aimsweb program were easy to read. The test was quick and easy to complete without extra assistance. Everyone input data on time and was prepared to review the data. Goals were easily met with 80% of students. Teachers were able to make sense of the data.

What to change next time

There was a lot of wasted time bashing the test. The test administered can only test with on-level texts.

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Next Step

Look like

Both schoolwide data overviews are conducted and mini-data overviews are conducted. A priority question is written on the board.

Sound like

Action plans being made Buzzing of what works when successful data are shown and what needs work when negative data is shown.

Feel like

Awareness is raised. Rich opportunities are unlocked to unpack and explore

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LEARNER-CENTERED PROBLEM

Step 4: Dig into Student Data

In Step Four, Dig into Student Data, you examine a wider range of student performance data. Sources include projects, quizzes, and homework. You then identify a learner-centered problem: which is a gap in skill or understanding common to many students.

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Step 4: Our Process

We used one data source in our meetings, Aimsweb, to measure oral fluency. We tested three times a year. If the child met the fluency goal, they were identified as a fluent, good reader. If they did not, they were labeled as struggling readers, disfluent.

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Step 4: Our Evidence

Student #10: Student #10 has a greater than 80% probability of success on the typical state assessment. Student #2: Student #2s probability of success on the typical state assessment is between 50% and 80%. Student #6: Student #6 has a less than 50% probability of success on the typical state assessment.

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Step 4: Our Learner-Centered Problem

Most of our students were making adequate progress. The few that were disfluent; we assumed were struggling with decoding and identifying high-frequency words. Although, the test did not allow for adequate knowledge for a learner-centered problem. Oral-fluency only indicates how many words are read per minute. We identified the following learner-centered problem: Students struggles with the automaticity of high-frequency words and mastering appropriate decoding skills.

Our learner-centered problem is directly related to our priority question, based on digging into multiple 21 data sources, within our control, a statement about student learning (not a question), and specific and small.

Step 4: Our Reflections

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What worked well
All teachers have data. Each teacher knew their kids.

What to change next time

Protocols should be made when addressing students work. Each teacher needs to have more than one way to assess students. A learner centered problem must be identified and concrete. MORE data must be used. There must be an organized document to use during these meetings. They must be kept.

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Next Step

Look like

Scratching the surface. Many people are involved Finding where students struggle. Many types of data are being used to define the problem.

A common language is used. No blame is being placed on anyone source. Questions are being asked on what students struggle with.

Feel like

Sound like

Students can succeed after a problem is identified. Patterns are being identified across grade levels.

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PROBLEM OF PRACTICE

Step 5: Examine Instruction

In Step Five, Examine Instruction, you look at teaching and learning so you can better understand the link between instruction and student performance. You then identify a problem of practice: which is an instructional challenge that you and your colleagues believe would solve the learner-centered problem.

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Step 5: Our Process

This step was done very informally. I only experienced this step during my grade-level team meetings. We discussed how we would add timed readings in our practice. We also discussed plans to improve automaticity with sight words. These discussions were brief held over lunch. Decisions were made as individual teachers, not as a team.
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Step 5: Our My Evidence

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Step 5: Our Problem of Practice

There must be changes in the tools we use when teaching reading. We identified the following problem of practice: As teachers, we need to teach fluency instruction, allow for proper pin-pointed practice, and practice in everyday reading.
Our problem of practice is directly related to the learner-centered problem, based on evidence found when examining instruction, within our control, a statement about practice (not a question), and specific and small.
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Step 5: Our Reflections

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What worked well
We noticed a problem in instruction. We all made changes in practice to assist students.

What to change next time

This step must be more formal. It must be a guided practice, facilitated by an administrator or leader. There should be a better way to create a collaborative change. Each teacher should not be alone in this step. There should be collective interventions or ideas.

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Next Step

Look like

The work is done mostly behind closed doors. Rich discussions occurring about successful practices in each teachers experience.

The phrase, as teachers, we should be used.

Feel like

Sound like

Descriptive in nature Support from team mates is expected.

More creative instructional strategies are created. A safe and supportive environment to share.

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Step 6: Develop Action Plan

ACTION PLAN

In Step Six, Develop Action Plan, you decide on the instructional strategies that you and your colleagues will use to address your problem of practice. You agree on what the plan will look like in classrooms, and then you put the plan down on paper.

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Step 6: Our My Process

Again, this was done individually in each classroom. Decide on instructional strategies
Strategies were gathered through programs available and programs found online

Decide on what the plan will look like Put the plan down on paper

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Step 6: Our Evidence

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Step 6: Our Reflections

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What worked well
Form was easy to use. Form can be used for many interventions. Progress was seen in struggling readers.

What to change next time

This step must be more formal. It must be a guided practice, facilitated by an administrator or leader. There should be a better way to create a collaborative change. Each teacher should not be alone in this step. There should be collective interventions or ideas. Interventions should be available in a collective binder for all teachers to benefit from.
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Next Step

Look like

Sound like

An action plan is constructed Delegated tasks are made for individuals or teams.

Frequent updates on the plan are shared. Team members share out loud their next steps.

Feel like

Collaborative time is important and allowed for. Accountable that a plan will be carried out.

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Step 7: Plan to Assess Progress

In Step Seven, Plan to Assess Progress, you set short-, medium-, and long-term goals for improving student learning. You also identify what data will help you determine how the plan is working and whether students are learning more.

ASSESSMENT PLAN

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Step 7: Our Process

Set student learning goals
Goals are easy to set with Aimsweb.

Identify implementation data

Aimsweb progress monitoring program.

Identify student achievement data

Aimsweb R-CBM

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Step 7: Our Evidence

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Step 7: Our Reflections

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What worked well
Aimsweb made it very easy to assess and see progress. All teachers used this data source. It was easy to set short term goals and long term goals. It was easy to see when progress was not made.

What to change next time

More data sources should be used.

If progress is not seen, there should be more record of change in intervention plan.

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Next Step

Look like

Sound like

Goals are written down short, mid and long term. Check ups and reflections are recorded.

Students are asked about their progress. Reflection is spoken about amongst teachers.

Feel like

All members feel accountable, the data team, the teacher and the student. Safe to share when a plan is not working.

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Step 8: Act and Assess

In Step Eight, Act and Assess, you implement your action plan, visit classrooms so that you can monitor how well it is being carried out, and assess student progress. By carefully examining the results of your actions as they unfold, you and your colleagues make mid-course adjustments to your action plan.

ASSESSMENT & ADJUSTMENT

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Step 8: Our Process

Implement the action plan Assess student progress Make adjustments
By carefully examining the results of your actions as they unfold, you and your colleagues make midcourse adjustments to your action plan.

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Step 8: Our Reflections

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What worked well
An action plan was implemented. Student progress was assessed.

What to change next time

A data team should be assigned to visit classrooms to ensure the action plan is being implemented. The data team should also be assigned to monitor student progress to be able to step in when an intervention is not working.

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Next Step

Look like

Sound like

Feedback is important in each meeting. Objectives are written out. SUMI is used Living documents are kept.

Feedback is asked for. Administrators are listening.

Feel like

A good glimpse of the experience shows progress was attempted and made. A teacher can keep going through this process with support.

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Burning Question
What steps should be taken outside of the Datawise 8 steps that will allow for the development of trust, ownership and responsibility? When should this be done or is it continuous throughout the process?

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Sources
http://www.aimsweb.com/ http://helloliteracy.blogspot.com/ http://www.maine.gov/education/lres/ela/lmcmc4.html https://aimsweb.pearson.com/robohelp/AIMSweb_Sta te_Predictions_Quick_Reference.htm http://www.pearsonassessments.com/haiweb/Culture s/en-US/Site/Community/Psychology/AIMSweb.htm isites.harvard.edu/fs/docs/icb.../Key%20Data%20Wise %20Tasks.docx

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