BRIDGING THE GAP WITH DATA TEAMS
Direct Access to Achievement
Oregon D.A.T.A Project
Presented by
Carol Sanders
Oregon City School District
A Collaboration between Oregon City School District and
Clackamas Education Service District, CIE Services
Oregon City School District
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4 Elementary Schools
2 Middle Schools
1 High School
1 Data Team per School
-Oregon DATA Project, 2009
Customized Full Day Fall Workshop for
Each Participating District
Resources
•Data Team Notebook
•Specific Student Data – Hard Copies for Each Member + Jump-Drive
•Test Better, Teach Better, W. James Popham
•Some substitute costs
District Administrative Support
•Principals attended as a member of their school’s team
•Curriculum Directors attended
•Superintendent presence at the workshops
•TOSAs attended with teams
Data Team Process: A Cycle
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Collect and chart data
Analyze strengths and obstacles
Establish goals: set, review, revise
Select instructional strategies
Determine results indicators
Evaluate effectiveness
Sustain or refine, and use with RTI,
EBIS/PBIS
Common Understandings
Assessments
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Baseline Assessment
Universal Screener
Formative Assessment
Progress Monitoring
Interim Assessment
Summative Assessment
Informal Assessment
Effective Data Teams are built
through collaborative work among
teachers looking how to meet
each student’s learning needs.
What adult behaviors are
associated with the strong and
weak patterns you’ve observed?
Data Should Invite Action
“Data that is collected should be
analyzed and used to make improvements
(or analyzed to affirm current practices
and stay the course).”
(S. White, Beyond the Numbers, 2005, p. 13)
Writing Assessment Data
STRANDS
CESD - Fall 08-09
State - 08-09
Growth
CESD - Fall 09-10
Fall 08 to Fall 09
Ideas/Content
26%
51%
+25
39%
+13
Organization
27%
52%
+25
28%
+1
Sentence Fluency
33%
57%
+24
52%
+19
Conventions
34%
47%
+13
49%
+15
Voice
49%
68%
+19
43%
-6
Word Choice
48%
66%
+18
38%
-10
State - 09-10
Questions/Comments/Insights Regarding Writing:
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Modes writing in?
How would you teach dialogue for those kiddos who choose to write in imaginative genre?
Make Sentence Fluency and Conventions real: Put paper on overhead and read aloud. As hear a pause or excitement,
add to writing.
SMART Goal: By December 2009, 100% of our students will show growth on the school wide writing assessment in the
trait of organization, either by meeting, exceeding or improving by one point on a writing assessment.
How many pieces of writing go all the way to the final draft?
o Tight concise 3 paragraph paper.
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If we teach writing, we improve both writing AND reading.
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Hishikawa Fishbone: Cause and Effect
o Low Performance in the area of Organization
 Are we consistent in our use of tools and language for teaching organization
 How much time is spent teaching writing
 does everyone share a common understanding of the trait: Organization
 Are we clear in who's teaching writing time? Time of day?