Collaborative Data TeamsGrowing to Learn & Learning to Grow

Eugene Field Elementary Kindergarten-4th grade

Maryville, Missouri

First, the test!

Next, the results!

Now, what?

Collaborative Data TeamsEFE Background

• 500 students Kindergarten-4th

• 60 Preschoolers• Typically 5 sections per

grade level• Professional Learning

Community (Year 7)– Teams collaborate weekly

Collaborative Data TeamsGrowing to Learn & Learning to Grow

• Varying instruction and materials used from one classroom to the next

• Students not retaining information

• Inconsistency in student grades and assessments

• Teachers working extremely hard, but still showing little growth on MAP assessments

Collaborative Data TeamsEssential Outcomes

How many years has your school worked with essential outcomes or power standards?• A) What’s that?• B) We started this year• C) 2-3 years• D) More than 3 years

Collaborative Data TeamsTraining

• PLC Team (small group)

• Whole group• Facilitators through

(NWRPDC)• Collaborative grant

Collaborative Data TeamsCommon Assessments

• Philosophy• Development• Alignment• Implementation• Continuous reflection

Collaborative Data TeamsData Meetings

• Twice per quarter• Data deadline• NWRPDC Facilitator• Discussion on strategies• Transparency of data• Our kids; not my kids, your kids

Collaborative Data TeamsData Team Process

Collaborative Data TeamsMeeting Protocol

Collaborative Data TeamsBenefits

• Data is systematically used to guide our instruction– No longer assessing just to assess– Monitor student mastery and retention– Consistency in curriculum (strategies & materials)

• Teachers more accountable: – Pacing guide– Data notebooks

• Students more accountable:– Set goals– Data notebooks

Collaborative Data TeamsGrowing to Learn & Learning to Grow

Eugene Field ElementaryK-4

Collaborative Data TeamsData Collection: Common Assessments

Collaborative Data TeamsData Collection: Checkpoints

Collaborative Data TeamsProgress Reporting

Collaborative Data TeamsData Analysis

Collaborative Data Teams

How would your staff respond to entering assessment data in this way?• A) We have a similar system in place• B) They would embrace it• C) They would grumble, but dang that line

“other duties as assigned”• D) Fight it, ignore it, or throw their computers

out the window

Collaborative Data Teams

How would your staff respond to this level of transparency of data: teacher names on the wall identifying their class scores?• A) We already have a similar system• B) They would embrace it and see it as a

chance to grow as an instructor• C) They would grumble, but live with it• D) Attend meetings with a bag over their heads

Collaborative Data TeamsBefore & After

Before Data Teams After Data TeamsProgress was reported based on unit tests immediately following a unit of study. Content may or may not have been revisited

Progress is reported on skills throughout the year encouraging spiraling of content.

Reams of paper consumed on worksheets at the end of quarter for extra assessment data.

A single packet and a handful of addition sheets of paper per student to monitor progress.

1-2 week assessment period 1-2 day assessment periodMAP Prep – Cram & Jam No need to quickly review skills

since it has been done all year.

Collaborative Data TeamsQuestions & FeedbackHow could you use this

information in your teaching?

If you would like any additional info please email hbrady@maryville.k12.mo.us