DATA TEAM SIX STEP
PROCESS
GOAL: IMPROVED TEACHING AND STUDENT
LEARNING
Analyze student
performance in context
with school, district and
state performance
Implement the plans
and evaluate the
outcomes of
implementation
Select strategies,
develop plans to
implement strategies,
and plans to evaluate
implementation and
results of strategies
Analyze student
performance to
determine learning
needs
Determine and
prioritize focus
areas (goals) for
improvement
Review research
based strategies
for addressing
focus areas
FOCUSED ON FOUR CRITICAL QUESTIONS
1. What do we expect students to
learn?
2. How will we know when they learn
it?
3. How will we respond when students
have difficulty learning it?
4. How will we respond when students
do learn?
DATA TEAM PROCESS
1. Collect and chart data
2. Analyze strengths and obstacles
3. Establish goals: set, review, revise
4. Select instructional strategies
5. Determine results indicators
6. Monitor results
STEP 1: COLLECT AND CHART DATA
1 . C o l l ec t , a n a l y z e , a n d c h a r t d a t a to d ete r m i n e s t u d e n t s w h o a r e n o t yet p r o f i ci e n t
Students
Tested
Teacher
Names
LEVEL
Proficient or
Exemplary
Proficient after
Instruction
Additional Time /
Opportunity
Total Number and
Names of Students
who are Proficient or
Exemplary
Total Number and
Names of Students
who will be Proficient
after Instruction
Total Number and
Names of Students in
need of Additional
Time/Opportunity
Extensive Intervention
Total Number and
names of Students in
Need of Extensive
Intervention
STEP 2: ANALYZE STRENGTHS AND
OBSTACLES
2. Examine student work on pre/post test to identify strengths
and obstacles.
Student Performance
Strengths:
*
*
*
*
Prioritized Needs:
1.
2.
3.
4.
5.
Obstacles:
*
*
*
*
STEP 3: ESTABLISH GOALS: SET, REVIEW,
REVISE
3. Establish goals: set, review, revise
Percentage of __________________ scoring proficient and higher
in ____________________________ will increase from _____% to
_____% by _________as measured by the _________________ Post Test.
Standards Addressed :
Priority Standards:
Supporting Standards:
STEP 4: SELECT INSTRUCTIONAL
STRATEGIES
4. Select Instructional Strategies
Identified Need:
Brainstorm List of Effective Strategies
1.
2.
3.
4.
5.
Selected Instructional Strategy (Determined through unit/lesson design to provide focused, first-best instruction)
Learning Environment (Small group, whole group, place, etc.)
Time – Duration of the Teaching of Specific Concepts and/or Skills
Materials for Teachers and Students
Assignments, Assessments – Where will students be required to use the strategy?
How will we differentiate instruction?
Intensive
(Developed in collaboration with
Special Education and ELL
Specialists)
Targeted
(Aligned with “double-dose” interventions,
partnerships with parents, and tutors)
Extended
(Supporting students proficient in the
area being focused on)
STEP 5: DETERMINE RESULTS
INDICATORS
5. Determine Results Indicators:
Identified Need:
Selected
Strategy:
Result
Indicators:
Adult Behaviors: If we use this
strategy…
Student Behaviors: then we can
expect…
Look-fors in Student Work:
STEP 6: MONITOR RESULTS
6. Monitor your results
Data you plan to monitor
Monitoring Strategies
What will I do and what will I bring to
next meeting?
Timeline of Instructional Period
Evaluate: (Compare planned against achieved results; Summarize impressions, recall supporting information,
compare, contrast, analyze, infer, and determine the potential cause-and-effect relationships)
We planned these…(goals, results indicators)
We achieved these…(goals, results indicators)
Applying: (Construct new learnings and applications)
We learned…
We will replicate...
REVIEW THE CYCLE
Analyze student
performance in context
with school, district and
state performance
Implement the plans
and evaluate the
outcomes of
implementation
Select strategies,
develop plans to
implement strategies,
and plans to evaluate
implementation and
results of strategies
Analyze student
performance to
determine learning
needs
Determine and
prioritize focus
areas (goals) for
improvement
Review research
based strategies
for addressing
focus areas