Meeting: PD Workshop

Starting at: 3:50 p.m., January 7, 2014

Location: Staff Development Room
Seating: In Assigned Quads

Learning Target: I can compare/contrast the similarities and differences between the simulation and
the implementation of EL protocols in the classroom.

Attendees: All administrators, teachers, counselors, and the media specialist

Points:
1. Celebrations, Jason Flatt - 3:50-3:55 (Thacker)
Learning Target, Monthly Awards,

2. Data Teams FishBowl Readiness - 3:56-4:11 (Hutto and McKenzie)
FishBowl Logistics
Explanation of a FishBowl
Anchor Text, Guiding Questions
Selection of Participants
Socratic Seminar
Exit Ticket
Re-Introduction of Mr. George

3. A Call to Action/A Plan to Finish - 4:12-4:42 (George and Jackson)
Norms
Instructions
Collaborative Activity
Reflection

4. A.B,C 4:43 - 4:50 (Jackson)
Critical Next Steps
Mandatory Reading of the Friday Forecast
Closure

i AM #IrmoSTRONG...I Can Explore, Discover, Create!
The International Academic Magnet @ Irmo Middle
An Expeditionary Learning School
First, we must bear in mind that perfect coverage
of any initiative is an illusion. It makes more sense
to invest in small changes rst.
Second, these small, incremental
implementation strategies will often
times lead to more sustainable
results.
If you have received Data Team
training and have not yet begun the
process, follow the ten steps listed
below. You can jump start Data
Teams in one content area focusing
on just one standard. You deserve a
short term win....so what are you
waiting for?
Data Teams and Short Term
Wi ns: The Key to Ef fecti ve
Implementation
Many times after I deliver a Data Team seminar, a
few attendees will approach me and claim that
everythi ng I presented makes
complete sense. They agree with the
Power Standards approach for
focused instruction and understand
the differences between formative
and summative assessments.
They also tell me why Data Teams
wont work in their school or
district: You obviously have not met
our students, that wont work with
these teachers, and we dont have
the capacity to even begin this are
all too common refrains.
ALWAYS FREE!!
WWW.STEVEVENTURA.COM
TAKE THE 10-DAY
DATA TEAM CHALLENGE
POWER STRATEGIES FOR EFFECTIVE DATA TEAMS IMPLEMENTATION
1. Choose just ONE standard or important topic
that will have the greatest impact on student
achievement.
6. Administer the same assessment at the end of
the instructional week.
2. Create a ve question Common Formative
Assessment with your colleagues, assessing just
that one standard.
7. Analyze the post assessment results with
colleagues, using the same ve step Data Team
process.
3. Administer the assessment even before you
teach the content so you can determine what pre-
requisite skills students already possess.
8. Based on post assessment results, provide a
buffer week of instruction during week two.
4. Analyze the pre-assessment results with
colleagues using the denitive ve-step Data Team
process. Select instructional strategies based on
prioritized needs of students.
9. During the buffer week, provide specic
intervention and differentiation strategies for
individual student needs.
5. Teach the important concepts and skills within
the standard for one week.
10. Discuss with colleagues the benets of focused,
targeted instruction and collaboration!
"~- ~-- || -
Elementary
At the elementary level, Data Teams
are usually grade level teams.
However, if there is some
departmentalization at the grade
level, team members typically focus on
the specic subject areas they teach or
choose an interdisciplinary approach
such as writing across the curriculum.
In the development stage, Data Teams
tend to limit their focus to one
prioritized content area such as
Reading, Writing, or Mathematics.
As the Data Teams become more
efcient in the process, they add other
content areas.
Special educators often participate in
the Data Teams to lend their expertise
in adaptations and accommodations
while supporting students in
demonstrating prociency in grade
level priority standards. Instructional
coaches participate in Data Teams
meetings in order to collaborate with
colleagues. Their collaboration
includes supporting student work
analysis, aiding the selection and
delivery of instructional practices,
and providing job-embedded
professional development as needed.
Reminder!
Dont forget to visit:
www.leadandlearn.com
for additional Data Team resources.
Middle School
At the Middle School level, Data
Teams tend to be centered around a
specic content area with teams of
teachers that work in that discipline
collaborating on how to most
effectively improve teaching and
learning. This structure is most often
seen in middle schools with multiple
teachers per grade level in a single
content area.
Smaller schools with a single subject
area teacher per grade level, or
schools organized into smaller
learning communities, will frequently
establish interdisciplinary Data
Teams. In these teams, teachers focus
on the application of a power strategy
such as non-ction writing in all
subject areas or on particular
students who are at risk and on what
intervention strategies can be
implemented for that child in all
classes. If sufcient collaborative time
exists, a mixed model with subject
specic Data Team meetings is highly
effective.
Data Teams Definition
Data Teams focus on building links
between specic teaching and
leadership practices and student
achievement. The structure of the
meetings provides for effective
collaboration that builds
understanding of the antecedents of
excellence, or those specic actions
that lead to the current results. It is
not an exercise in number-crunching
or evaluating teachers. The spirit of
the process is one of continuous
improvement and a no-fault
reection on educational practice.
Data Teams Implementation Process
FROM THE EDITOR
This information is designed to
heighten awareness that gaps in
academic achievement exist
between groups of students, and
to provide a forum to discuss steps
and ideas for closing the
achievement gap.
Five Step Data Team Process
1. Collect and Chart Data
2. Identify Strengths and
Obstacles
3. Set Goals
4. Select Instructional Strategies
5. Create Results Indicators
Leadership and Learning Matrix
Steve Ventura
Professional Development Associate
The Leadership and Learning Center
www.leadandlearn.com
sventura@leadandlearn.com
805.975.3853
Learning
Low results,
high
understanding
Leading
High Results,
high
understanding
Lucky
High results,
low
understanding
Losing
Low results,
low
understanding


Data Teams Socratic Seminar
The Inteinational Acauemic Nagnet Iimo Niuule School
Piofessional Bevelopment Woikshop
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1. Besciibe the puipose of the Bata Teams piocess.
2. Besciibe each of the S steps of the piocess.
S. Which of the S steps is the easiest to caiiy out. Which one is the
most uifficult. Why.
4. Besciibe the uocumentation that iesults fiom (oi is cieateu
uuiing) BT meetings.
S. Is theie a specific template iequiieu foi this uocumentation. If
not, what shoulu the uocumentation look like.
6. Bow aie instiuctional stiategies selecteu anu shaieu between BT
membeis.