Sample School/Data Team Process (Based on Reeves model)

Sample Data Team Schedule

At the team meeting
(First this)
In the classroom
(Then this)
Meeting 1 Select common formative pre-
assessment
Agree on common grading
method
Administer pre-
assessment
Evaluate pre-assessment
& sort students into
proficiency groups
Meeting 2 Steps 1-5
Use pre-assessment results to
chart data
Prioritize student needs
Set SMART goal
Select common instructional
strategies & determine results
indicators
Model implementation of
strategies
Begin implementation of
strategies
Monitor progress
Provide feedback to
students
Meeting 3 Step 6
Examine student work samples
Discuss implementation of
strategies & make adjustments
as needed
Confirm post-assessment date
Continue instructional
strategies
Monitor progress
Provide feedback to
students
Administer post-
assessment
Meeting 4 Step 6 continued
Evaluate results, reflect on
cycle, celebrate growth
Plan next steps (begin new
cycle)
Offer post-assessment
feedback to students


SMART Goals



Go through the five formal and definitive steps of the Data Team process:
Step 1Collect and chart data. These data are generated from the formative assessments. Data Team leader prepares a simple graph with pre-
assessment data, including total number of students, students who exceed proficiency, students who meet proficiency, students who are
approaching proficiency, and the percentage of students who are well-below proficiency. [Each teacher should have scored their students papers
and tallied their results and e-mailed this information to Data Team Leader. Data Team leader compiles the information into one chart to present at
next Data Team meeting.
Questions to ask:
What are we attempting to measure/monitor?
Did our assessment measure skills and/or concepts that should be addressed?
Did we include too many items on the assessment, or was it the right length?
Did the assessment questions require rigorous thinking (think Blooms)?
Should we revise any question for the post assessment?

Step 2Analyze strengths and obstacles. With actual student papers in hand, examine papers for what students are able to do, as well as for what
is missing. What is present becomes strengths. What is missing becomes obstacles or challenges, which then become the priorityand the
FOCUSfor the teaching unit.
Questions to ask:
What are the strengths of the student responses we have collected?
Do any responses stand out?
What is a sample of an ideal/proficient response? Are we in agreement on what proficiency looks like?
What questions had a high number of correct responses? Why?
What questions had a low number of correct responses or blanks? Why?
What question(s) seems most difficult for students? Why (inferences)? What are the concepts/skills being assessed?
What learning gaps, misunderstandings, or error must we target immediately? What enabling knowledge must students know or learn first?


Step 3Establish goals: set, review, and revise. Use an exact form of goal statement to include all parts of the information needed in a SMART
(Specific, Measurable, Achievable, Relevant, and Timely) goal.
Example: _____% of Grade 7 students scoring proficient and higher in Mathematics will increase from 28% to 73% by the end of October as
measured by a team-created assessment administered on October 30 (31 make-up date).




Questions to ask:
Do we have a real SMART goal? What is the SPECIFIC skill or concept being assessed? How will we MEASURE this
concept/skill? Is the goal ACHIEVABLE? Is the concept or skill we are targeting RELEVANT, i.e. priority? When (TIME) will
we measure progress next?
What is the final percentage of students we want to achieve proficiency before we move on to new goals? In other words, even if
we meet our goal, will it be good enough?
Beyond instruction, are there obstacles we can eliminate to help us meet our goal?
Step 4Select instructional strategies (what will you do for YOUR students?) i. What concepts are the focus of the specific time period (unit,
quarter, month, etc.)? ii. What are student intervention needs? Drastic measures requiring drastic action? iii. What strategies will you implement
that will have greater impact student achievement? iv. Keeping in mind the effective teaching strategies, which techniques will you select to focus
on? Which strategies will help the most students and maximize learning?

Techniques: Comparing, Classifying, Creating Metaphors, Creating Analogies, Summarizing, Note-Taking, Effort Recognition, Homework
Practice, Nonlinguistic Representation, Cooperative Groups, Setting Objectives, Providing Feedback, Generating Hypotheses, Testing
Hypotheses, Cueing, Questioning, Advance Organizers (graphic organizers), Writing
Questions to ask:
What strategies have members used in the past, which successfully target/address the needs being targeted?
What specific best practices or strategies will we emphasize during the teaching/learning cycle?
Do we need any resources to learn more about the strategies?
Does everyone know what the strategy looks like in action? Should we model application of the strategy for consistent/best use?
What research or experience do Data Team members have with the strategy being discussed?
Do we need to make adjustments or improvements to the environment, e.g., desks, centers, access to materials?
Will the strategy be used in a whole group, small group, heterogeneous/homogeneous ability group, or other groupings? What are
the benefits or drawbacks?
What motivational strategies could be enacted to support students?
Do we need new or different resources for this strategy?
What specific assignments or tasks will we ask students to complete? Will homework be assigned? What will the homework
assignment be?
How many days will we use the strategy before assessing its effectiveness?
Does the strategy take the whole period?

What specific strategies or tasks can we create for students ALREADY proficient or exceeding proficiency? What specific strategies or
tasks can we create for students who are approaching proficiency? What specific tasks/interventions are needed for those students who are
well-below proficiency?
IF we decide to use a series of strategies, which ones will we do first, second, etc.?


Step 5Determine results indicators.
i. When WE implement the strategies/techniques identified in step 4, then WE expect the following in terms of what students will demonstrate:
Students will demonstrate:
Understanding of concepts and skills (e.g., math)
Increased confidence
Increased application when using the comparing strategy in all subjects
Improved ability to think in more complex ways

Questions to ask:
How will we know if students are learning as a result of our specific strategies? What specifically should we look for?
What do we expect students to do after one, two, or several days of using the strategy or strategies?
What specific actions (describe the strategy) will teachers take to deploy the strategy?
What evidence will we have to demonstrate that teachers have actually used the strategy we agreed to use, i.e., student work
samples?


Monitor and Evaluate results- begin cycle again














Monitor & evaluate results
Team/Dept.: Formative/ Summative assessment data source:

Date:

Target Standard:

Monitor progress
Once we implement the common instructional strategies discussed in Step 4 & 5, we will monitor progress. Data Team discussions and observations will be recorded in the Notes
column below. In addition, we will collect and attach copies of student work samples.
Possible actions Team notes

Self-
monitor
Collect & examine student work

Print Steps 4/5 & use as a reference during strategy implementation

Videotape instruction for personal viewing

Other___________________________________________________




Team
monitor
Examine & discuss student work

Observe colleagues & discuss use of the strategy

Collect work samples to show growth over time

Share successes & challenges

Consider mid-cycle corrections & adjustments

Chart & post team progress

Other___________________________________________________


Other
monitor
Access building & district content experts
Discuss strategy implementation at one-on-one & team meetings
Conduct informal walk-through & give feedback on implementation
of strategy
Recognize team progress
Other: