Group+Data+Team+Meetings

== __**DATA TEAM 5 PORTAL**__ ==

__**September 25, 2012**__
__**Agenda**__ **__Beliefs and Purposes__: -** synthesized committment statement - **to collect analyze and celebrate data to guide our inquiry for meaningful and purposeful learning** know the purpose articulate the difference data and evidence determine the types of data __ **Data Analysis** __ Looking at our 2012 Results for AFL to help determine that we have the correct data in mind to answer our questions __ **Meeting Time** __ look at the writing together and deciding what is important Look at the purpose of the data team use the staff meeting on the fourth to do the prep meeting AFL data has shown that Word CHoice Sent out right away - read chapter on word choice and make sure that journal question is completed and student journal is complete as you will be using this on Oct. 5th OCt 4th: Clean copy of article and definition Oct 5th: Articulate how we got to the point of word choice AFL Bring samples of bottom three journals from initial prompt on August 29th and CIT Bring 6+1 writing traits and look at the chapter on word choice. Analyze journals to determine a baseline for bottom three - then to talk about instruction to increase Need to remind that we ALL need to work on re-co-constructing -

Lezlie's time about expository wiritng and then using instrucitonally how to we improve word choice across all areas. Make sure when you find it you share it.


 * __ Provide some focus questions: __**
 * How can you embed word choice instruction in other subject areas? **
 * How can you build upon continuums to include word choice. **
 * What will you collect **

__Collecting Baseline Data**__
 * Learning Walks and using them to refocus and improve our instruction. **

__**Hard Goals**__
H= Heart - have to be emotionally attached A= Animated - have to be able to visualize and picture in their head R= Required build the goal together everyone has to have ownership D= Difficult - mediorce goals leads to mediorce work www.hardgoals.com

How will we help our C.I.T. reflect upon what they have done this year and what evidence do they have?
Three guiding questions: How has your C.I.T. learning improved your instruction? conversations, technology, parent letters and conversations, readings, books, student engagement, confidence, greater knowledge of curriculum, added more instructional strategies to our repitoire How has your instructional changes led to greater student leaning? more use of math vocabulary, more detailed journals, more conversations about math, student engagement, portfoilios, videos, common language, higher scores on summative tests, greater student confidence, more risk taking, math continunuums What evidence do you have to know student learning has occured? more use of math vocabulary, more detailed journals, more conversations about math, student engagement, portfoilios, videos, common language, higher scores on summative tests, greater student confidence, more risk taking

Finishing off the Year Collect our continunums

__**Group Sharing:**__
App called show me with whiteboard and recording device Power of Ten may be helpful for primary. Purchase resourse before the end of June. Rubric of oral and written communication Resources: Using Reading Comprehension Strategies in math (Jeffrey Pope and Differenting Math Instruction by William Bender)

__ **Leadership** __
**Using Data:** Key math, CAT/KTs, journals, continuums, data bases to purchase books and resources to purchase books and rtesources to supplement and compliment the curriculum **Collaboration:** roll of criticalfriend and cheerleader, team teaching, staff meeting break out gourps attributes of what makes a good wall, technology use in teaching math, looking for ways to help our bottom 3, 14 parameters - "What do we believe?" **Research in Instruction:** AFL, math journals, literature related to math, professional math journals, team teaching

__** NEXT STEPS? **__ Expository Writing? How are we using journals? What questions? How does it relate to curriculum? How are using it to imporve instruciton? COmputation: Extra math, Power of Ten, Strategies, Using Data to differentiate, (xtra and journal) Writing

we haven't brainstormed any specific strategies, difficult to get kids to journal, and now that still have weekly meetings update, and plan in place for sharing May 4th (5 teams, K-1, 2-3, 4-5, 6-8, Music and Gym) met as a DATA team with Wendy and Jennifer to discuss about our plans starting to tackle our beliefs - wondering if there is a better process to establish our beliefs thinking about where we go next teachers develop the repitoire of skills to enhance journal writing what are the big rocks using the curriculum not just to summative assess but formative assess being specific about our purpose for journaling computation area - what is that going to look like and how it will look like - looking for automatcity trying to create a connection between the journaling and the computation can we connect the two so that students see the understanding between the two e.g. what strategies did you to practice to complete your computation triangulation of looking at the data (computation) to see what instructional strategies need to be taught and reviewed writing piece - is still unclear - perhaps we need to give the Coles notes on the writing pieces (word choice, organization and messaging) and then having C.I.T. groups chose their area of interest

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__**School Next Steps**__
- have students set goals - set norms for collaboration times - completing F&P and displaying data - discussions about instructional teaching strategies - create data grids (using different assessments CAT F&P PRIME, Classroom data, attendance - devise and revise school individual/class and C.I.T. - what made you so successful  - communicating expectations and share expectations  - looking at our strengths  - continue building the momentum  - plan how we are going to share for March

__**Next Steps**__
Based on Doug Reeves video our data team feels one of challenges is to look at instructional strategies so we will have a C.I.T. jigsaw to brainstorm different instructional/teaching strategies being used with our word walls Primary area - vocabulary Intermediate - computation School wide - mental math and estimation __** Friday **__ Brainstorm different ways that we can incorporate and use on the word walls. Beliefs Jigsaw on how math wordwalls are being used PMI of using math journals Key math

**__Outcomes for the morning__**

 * Effective Data teams
 * Creating CIT questions
 * Data Literacy
 * Committing to Action

**__ Role of Data Members - 5 Dysfunctions of Team __**
media type="youtube" key="6dRKa700RaQ" height="315" width="420" 1, Absence of Trust 2. Fear of Conflict 3. Lack of Committment 4. Unwillingness to hold each other accountable 5. Inattention to results
 * Business grounded model

__** REVIEW OF LAST WEEK MEETING **__
- what is our role as team members - data may look different K-8 (ideas presenting tracking 2 low medium and high using journals and math word walls - maybe tracking whole class and then having the opportunity to share that with the data team to display or to help understand
 * like the idea of the weekly meetings
 * need to have prompts for group discussions
 * trouble understanding the focus of the group - is it data collecting to move the school forward and if so what is the data we are collecting (pre and post tests along with AFL and CAT, KEY MATH)

__** Criteria of a Good Question **__

 * inquring into student learning rather than adult action
 * tightly focus on a specific learning outcome
 * group - measureable?


 * Sharing question**: How can we improve students’ writing and mathematical understanding using Anne Davie’s assessment for learning (AFL) and math journals?
 * Student friendly language:** I can explain my mathematical thinking in writing. I know where my math writing is on the journal continuum and know what I have to do to get to the next step.

K-1: 2-3: 4-5: 6-8: Music & P.Ed.:

Are our students aware of what we are doing? Do they know that math is our focus. Lessons have to come from the outcome and be placed in student friendly language. Not enough that students know the outcomes BUT they need to be able to demonstrate understanding.

What does mathematical literacy mean? We want to get at those understandings? We need to really think about the questions we are asking? Need to discuss with others about our questions and think about that Understanding by Design (UbD) - what do we ant students to UNDERSTAND at the end of a given unit.

What is our focus? We need to make sure in our minds that we have clarity about that laser like focus.

__**DATA LITERACY**__ What data do you need to answer your question? How will you organize your data? How will you display your data for closed professional conversations?

**__PLANNING TIME__**
To develop a strong question? To understand what data they need to answer that question? To create an effective display of the data they collect? To analyze data for decision making?
 * How will you help your CITs:**

"Tell me all your mistakes" Present ideas for collecting data Ensuring that teachers AND students have clarity about what we are collecting.

Tuesdays 3:30 - 4:00

__**SEPTEMBER 27**__
Generating Norms: circle of courage placement Need to establish norms about how teams/teachers are going to work together and describe what it will look like Dotification – belief quotes conversation important to use all the stickers – go to the green stickers and have those conversations Blue Sticky: What questions do you and the teachers in your school have regarding the CIT process and/or role of the DATA teams? Yellow: Support “We are committed to the goal of **all students K-8, reading and writing at or above grade level in multiple subject areas** so they can act- upon their potentials in school and in life- ultimately creating a healthier democratic society for the 21st century. Support collaborative inquiry process; improve instructional practices in order to assist students to improve learning. Year Long Goals
 * How is the data going to support/align the new report cards?
 * What is our key objective of the data team?
 * Improved student learning
 * Shared leadership
 * Create a collaborative culture
 * Improve instructional practice
 * Increase data literacy

__** YEAR LONG OUTCOMES **__ - want to focus on instructional practices: focus on AFL assessments – specific timely feedback and using self and peer assessments

**__TODAY'S OUTCOMES__** What are our norms for the data team? And what is our school target? Do our staff know the FGS target? I can explain my mathematical thinking by writing. I know where my math thinking is on the math writing continuum and know what I have to do to get to the next step. Through writing, students can explain their mathematical thinking and where they are on a writing continuum Books: Check Portal for Books and Quotes Beliefs: - All students can achieve high standards, given sufficient time and the right support - High expectations and early and ongoing intervention are essential - All teachers can teach to high standards given the right assistance - Teachers need to be able to articulate what they teach and why they teach the way they do - “Data teams engage in collaborative inquiry using a variety of types of data to inquire into how to improve teaching and learning.” Uses data collectively Bring to their attention research related to instructional practices Coach the CIT process (look at the diagram)

__**DATA TO COLLECT**__ How can we improve students’ writing and mathematical understanding using Anne Davie’s assessment for learning (AFL) and math journals? I can explain my mathematical thinking in writing. I know where my math writing is on the journal continuum and know what I have to do to get to the next step.

As leaders how do we know how well our students read and write? - AFL testing - COPS - Observations

What will we accept as evidence of improved student learning? - Samples of journals - Journals of self- assessment (metacognitive piece) - Pre and post tests, unit self assessment - Math word walls Connected to your question, multiple sources and over time SMART goals

FOR OCTOBER 26th
Lynn Sharrett beliefs – can we sign off on this Overview of role of data team Sharing question: How can we improve students’ writing and mathematical understanding using Anne Davie’s assessment for learning (AFL) and math journals? Student friendly language: I can explain my mathematical thinking in writing. I know where my math writing is on the journal continuum and know what I have to do to get to the next step. What will we accept as evidence of improved student learning? - Samples of journals - Journals of self- assessment (metacognitive piece) - Pre and post tests, unit self assessment - Math word walls

CIT Teams: look at their questions does it align with the overall ? does it need to change? Look at writing CIT : 30 minutes in staff meeting