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Data Teams

Action-Planning to Target Instruction and Regroup Students

Community Day Charter Public School, Lawrence, MA

Principal facilitates 6th-grade math team discussion of instructional strategies to address a common student misconception based on benchmark assessment data. They record strategies on an action-plan template where they identify individual students who are struggling and document small flexible groups.

Video

Analyzing Benchmark Data to Identify Student Misconceptions

Community Day Charter Public School, Lawrence, MA

A 6th-grade math team analyzes benchmark assessment data to identify common student misconceptions. They use a series of itemized data reports and templates to discover that students struggle with Lowest Common Multiple (LCM). They hypothesize that second language issues are contributing to this struggle for some English Language Learners.

Video

Analyzing Teacher Evaluation Data to Identify Areas of Need

J.O. Wilson Elementary School (Washington DC Schools)

Principal facilitates a faculty meeting to analyze teacher evaluation data and to set a schoolwide focus on the standard for developing higher-level understanding through effective questioning. Teachers share strategies for meeting one of the most challenging indicators—getting students to ask the teacher and each other higher-level questions.

Video

Building a Structured Format for Data Talks

Monarch Academy (Charter), Aspire Public Schools, Oakland, CA

Lead teacher conducting 3rd-grade Data Talk provides glimpse into protocols and pre- and post-meeting expectations. Teachers participate in an in-depth analysis and discussion about students' performance on diagnostic assessment on fractions.

Video

Collaborative Planning Around Cross-Curricular Writing Instruction

Morey Middle School (Denver Public Schools)

Administrative team and elective arts teachers meet to discuss the trends and tendencies in students' writing, debrief observations made in the language arts classes, and brainstorm strategies for integrating writing instruction into their courses. Principal also reflects on leadership's evolving role in collaborative planning meetings.

Video

Group Debrief of Peer Observation Focused on Effective Questioning

J.O. Wilson Elementary School (Washington DC Schools)

Principal facilitates a debrief of a group peer observation of a first-grade read-aloud lesson. The group discusses the teacher's performance on key standards on the teacher evaluation rubric (without the teacher) with an in-depth analysis of her questioning technique and discussion of strategies she could use to become highly effective in this area.

Video

Implementing the SMART Goals Process for Looking at Interim Assessment Data in Grade-Level Meetings

Beach Court Elementary School (Denver Public Schools)

Humanities facilitator leads a 2nd-grade data-team meeting to analyze pretest data on a unit of study, pinpoint students' strengths and obstacles, brainstorm instructional strategies to target student needs, and set post-assessment SMART goals for their teaching and students' learning.

Video

Instituting a Vertical Leadership Team and Data-Driven Instructional Decision-Making

Beach Court Elementary School (Denver Public Schools)

Principal facilitates a vertical leadership team meeting to analyze student data, set schoolwide instructional priorities, and generate instructional responses targeted to student areas of need. Team members reflect on challenges and benefits of implementing data-based, instructional decision-making practices.

Video

Leadership Insights on Implementing Writing Across the Curriculum

Morey Middle School (Denver Public Schools)

Principal reflects on the leadership decisions and moves she believes have been key to the success of a schoolwide focus on writing and offers advice to others who may be embarking on similar initiatives.

Video

Leading Data Analysis of Math Assessments and Instructional Action-Planning

Harriet Tubman Elementary School (Washington DC Schools)

Principal leads a short-cycle data analysis meeting. A math team conducts an item-level analysis and diagnoses student errors. Finding that most errors stemmed from students' inability to understand word problems and select the appropriate operation, the team brainstorms strategies to help students develop word-problem comprehension skills.

Video

Peer Observation Focused on Effective Questioning

J.O. Wilson Elementary School (Washington DC Schools)

A team of new and veteran teachers observes a read-aloud lesson in a first-grade classroom using a teacher evaluation rubric, paying particular attention to the standard on developing higher-level understanding through effective questioning. Excerpts of the lesson include key questions posed by the teacher during the reading.

Video

Targeting Math Instruction as a Response to Grade-Level Analysis

Monarch Academy (Charter), Aspire Public Schools, Oakland, CA

Teachers at 3rd-grade data-team meeting share strategies and activities to teach fraction equivalency and use assessment results to determine which concepts need reteaching. Principal and teachers reflect on how Data Talks focus instructional plans. One teacher leads lesson on concept indentified at data-team meeting.

Video

Using Data Analysis to Create Urgency Around Writing Instruction

Morey Middle School (Denver Public Schools)

Content-area and electives teams meet to score interim writing assessments administered in content-area classes. Teams norm their scores, identify trends and tendencies, and present findings to their language arts colleagues. Together they brainstorm instructional strategies that the content-area and electives teachers can use to address student needs.

Video

Analyzing Physics Benchmark Data to Identify and Correct Student Misconceptions

Animo Pat Brown Charter High School, New Leaders, CA

Physics teachers meet to analyze benchmark assessment data. They identify general trends and examine commonly missed questions to diagnose student misconceptions. Based on their analysis, they discuss plans for reteaching and reassessing key content.

Video

Analyzing Reading Comprehension Results Using a Data Protocol

Bruce Randolph Middle School (Denver Public Schools)

This clip shows parts of a weekly reading intervention teachers' meeting to examine reading comprehension formative assessment data. Teachers utilize a four-step data protocol to make predictions about and explore students' results in order to develop theories of causation and create action steps.

Video

Building Structures to Support Meaningful Conversations About Data

Monarch Academy (Charter), Aspire Public Schools, Oakland, CA

Principal explains leadership decisions made to create data-driven culture, develop practices around use of data, and raise expectations about student achievement. Teachers provide insight into faculty's shift in mind-set about data and how data's relationship to their teaching practices have changed as a result of participating in weekly Data Talks.

Video

Interdisciplinary Collaboration in Grade-Level Data Meetings

Kingsbury Middle School (Memphis City Schools)

Features seventh-grade data-team meeting to analyze student performance on reading and math formative assessments. Principal facilitates teacher reflection on strategies leading to above-average growth. Team engages in item-level analysis of questions missed by a high number of students and discusses cross-curricular strategies to improve performance.

Video

Moving to the Next Developmental Stage

Beach Court Elementary School (Denver Public Schools)

Principal and teacher describe how school leadership shifted from directive approach to initiating schoolwide change to facilitative approach as teachers assumed ownership of data-driven, instructional decision-making process. Humanities facilitator shares her perspective on adaptive change required to sustain student-achievement gains.

Video

Putting the SMART Goals Process into Action in the Classroom

Beach Court Elementary School (Denver Public Schools)

Teachers demonstrate whole- and small-group reading instruction targeted to student needs as identified through the SMART goals data-analysis process. They also reflect on how they were initially skeptical but have since learned to use data to inform instruction and how the process has led to increased collaboration and instructional consistency.

Video

Refining Processes for Matching Students to Interventions

Cheltenham Elementary School (Denver Public Schools)

Excerpts of intervention-grouping meeting for grades 2 and 5 with discussion on data-collection,and process for matching student with interventions and how both have evolved with the school's expanded intervention block. Principal also shares her perspective on her role in these meetings and how they provide opportunities for professional growth.

Video

Using Data to Define a Focused Instructional Goal

Raymond Education Campus (Washington DC Schools)

Principal discusses creating data team and how using data helped to identify writing skills as common area of student need. ELL teacher explains how team learned to break down standards into activities targeted toward achievable goals and raising proficiency. Includes glimpse into data-team meeting.

Video

Addressing Student Misconceptions Through Small-Group Instruction

Community Day Charter Public School, Lawrence, MA

Principal facilitates a 6th-grade math team's discussion of benchmark data and decisions to move students who did well from a smaller group to a larger group of students. A teacher shares her goals and instructional strategies for reviewing Lowest Common Multiple with a small group of English Language Learners.

Video

Building Upon Effective Literacy Instruction

Hamilton Elementary School (Memphis City Schools)

A third-grade team meets to review students' results on the DIBELS benchmark assessment, an indicator of basic early literacy skills. The leadership points out that the grade level exceeded schoolwide goals. Teachers share instructional strategies. and principal asks them if they would be willing to model best practices for teaching fluency to the faculty.

Video

Facilitating Full-Faculty Data Meetings

Kingsbury Middle School (Memphis City Schools)

Features principal-led meeting that focuses on student performance on the year-end state writing assessment. Principal provides overview of the data and solicits teacher feedback on effective instructional strategies and areas for improvement. Principal prompts collective reflection on how to move more students to advanced levels of achievement.

Video

Guiding Data Analysis in Literacy Team Meetings

Hamilton Elementary School (Memphis City Schools)

A literacy team meets to conduct data analysis and discuss strategies for K–3 reading instruction. Teachers compare data from students' benchmark results on the DIBELS assessment, an indicator of basic early literacy skills. Leadership team members highlight areas of need. Teachers make recommendations to grade-level teams for improving reading...

Video

Identifying Individual Students for Test-N-Talks During Data-Team Meetings

Ida B. Wells Academy (Memphis City Schools)

Excerpts of data-team meeting in which PD coach discusses interim assessments with two math teachers. One teacher identifies a struggling student for Test-N-Talk—a process for engaging students in data analysis—and team discusses how student may be supported. Principal and PD coach describe how Test-N-Talk sessions are impacting classroom...

Video

Leadership Roles in Grade-Level Literacy Data Meetings

Hamilton Elementary School (Memphis City Schools)

A principal and literacy coordinator prompt second-grade teachers to reflect on their instruction in a team meeting. They also discuss their roles in supporting teachers in analyzing data. The meeting includes review of students' results on recent DIBELS benchmark assessment. Teachers also identify struggling students and discuss strategies to support them.

Video

Setting SMART Goals for Specific Skill Areas

Steck Elementary School (Denver Public Schools)

An elementary literacy team, including the principal, reviews and revises SMART goals they set after a six-week cycle of instruction focused on main idea and supporting details. One teacher shares her process for setting and revising SMART goals based on the data. The principal pushes for a high degree of specificity in the SMART goals.

Video

Benchmark Analysis and Action Plan

Community Day Charter Public School, Lawrence, MA

Includes plans for spiral-reviewing standards and sub-standards into homework assignments, Do Nows, mini-lessons, quizzes, and tests. Identifies whole-class vs. small-group teaching needed to address students' needs, and lists students of significant concern and instructional strategies designed to attend to their needs.

Artifact

Data-Driven Instruction–Planning Tool

E.L. Haynes Public Charter School, Washington, DC

Template for analyzing interim assessment results and creating plans for reteaching. Guiding questions prompt teachers to develop hypotheses as to why students answered specific questions incorrectly. Sections for reteaching plans ask for instructional methods, timelines, and post-assessment methods.

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Data-Team Facilitation Form

Farrell B. Howell ECE–8 School (Denver Public Schools)

Template used to record all tasks teachers are expected to complete during each data cycle at an ECE–8 school. Work is focused on identifying power standards and defining pretest assessments, discussing and sharing pretest results and selecting differentiated teaching strategies, and summarizing posttest results and identifying areas to reteach.

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Professional Development Presentation on Data-Driven Instruction

E.L. Haynes Public Charter School, Washington, DC

Presentation for day-long training on planning instruction using interim assessments. Graphics and examples introduce teachers to step-by-step process for diagnosing student needs based on incorrect answers. Models the process for teachers using an example. Outlines activities for teachers to use in practicing the technique with each other in groups.

Artifact

Resiliency Skills Assessment Report

East High School (Denver Public Schools)

End-of-year report on growth in affective development and resiliency skills for students enrolled in a high school Academic Success Class. Shows percentage of growth from pre- to post-test by gender, race/ethnicity, classroom, and in comparison to district and national mean. Shows individual student strengths and weaknesses and areas of growth.

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RTI Management Plans and Calendars

Sabin World Elementary School (Denver Public Schools)

Three documents to address implementation of RTI at school. Chart and table outline structures and systems, as well as key activities to ensure fidelity of implementation. Also includes school's detailed 32-page RTI instructional plan, explaining how students are grouped and how specific intervention programs are used to address their needs.

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Sample Risk-Factor Report

East High School (Denver Public Schools)

Schoolwide weekly data report by RTI coordinator to monitor student grades, attendance, and current interventions. Grade and attendance data used to calculate "risk factor" for students being off track for graduation on scale of 0 to 10, allowing RTI team to quickly target students in crisis and make intervention decisions on a case-by-case basis.

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Tools for Analyzing Academic Intervention Data

Sabin World Elementary School (Denver Public Schools)

Three documents for protocols and data-tracking for intervention team meetings. Used to guide teachers in meetings held at the end of each six-week cycle of intervention instruction to determine if students are making adequate progress, if different interventions are needed, or if interventions are not being implemented correctly.

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"Breaking Down the Standard" Template

Aspire Centennial College Preparatory Academy (Charter), Huntington Park, CA

Completed template showing teacher team's "unpacking" of state standards as part of school's "Cycle of Inquiry"—a backward-design lesson-planning process. Illustrates how an eigth-grade team used the wording of three reading standards and related state-assessment items to determine how students must demonstrate mastery and to plan targeted instruction.

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"Mission Possible" Data-Meeting PowerPoint Presentation

Achievement Prep (Charter), Washington, DC

Presentation used to guide staff through a charter school's quarterly daylong data meetings, during which teachers (1) identify priority standards, (2) develop "data takeaways" identifying instructional gaps, and (3) prepare action plans for priority standards informed by the takeaways.

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Data Analysis Worksheet

Lincoln Elementary School (Memphis City Schools)

Worksheet for analyzing student data to identify areas of strength and weakness. PLC teams look at data, decide if it can be disaggregated, and note areas in need of improvement. Questions prompt teachers to look at proficiency levels, performance patterns of subgroups (compared to other years, subjects, or districts), and identify causes for these patterns.

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Data-Takeaway Chart and Template

Achievement Prep (Charter), Washington, DC

Template used by teachers to analyze assessment results and identify gaps in instruction to inform the development of action plans for reteaching. After disaggregating data and identifying the reasons for the most frequent incorrect student assessment responses, teachers identify specific sub-skills in target standards for which to develop action plans.

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Drilling Down the Data Template

Friendship Public Charter School, Southeast Elementary Academy, Washington, DC

Template provides a protocol to complete unit analysis of formative assessments at an elementary charter school. Teachers use the template to identify skills and standards connected to incorrect responses, analyze why students missed specific questions, identify teaching strategies for each standard, and list students who need additional support.

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Intervention Team Data-Analysis Tools

Maxwell Elementary School (Denver Public Schools)

Intervention data-team protocol and completed intervention group change-request form. Protocol includes guiding questions to determine effectiveness of intervention instruction. Completed change request shows teacher's use of data to recommend a student in her/his intervention group be moved to another group that better matches the student's needs.

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Looking at Student Work Self-Reflection and Protocol

Friendship Public Charter School, Southeast Elementary Academy, Washington, DC

Worksheets and meeting protocol to guide teachers as they conduct structured discussions on modifying instructional strategies based on examples of student work. Teachers complete a self-reflection worksheet before meeting in teams, which follow structured protocols for discussion, and then detail how they plan to modify instruction based on feedback.

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Reading Intervention Data-Team Meeting Agenda and Worksheet

Bruce Randolph Middle School (Denver Public Schools)

Agenda includes objectives and intended outcomes for the data-team meeting. Corresponding worksheet outlines four steps that support a process for data analysis and determining action steps.

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Sample "Bridge Week" Action Plan and Template

Friendship Public Charter School, Southeast Elementary Academy, Washington, DC

Template and examples to guide planning for a final "bridge week" of review before end-of-quarter assessments at a charter elementary school. Working as grade-level teams, teachers analyze student data to prioritize areas for review and identify explicit teaching strategies and assessments to develop a common action plan for review at each grade level.

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SMART Goals Tools for Writing Instruction

Lincoln Elementary School (Denver Public Schools)

Protocol and template for drafting SMART goals based on 6-Traits writing process. Details steps for teacher teams to follow in examining student work, identifying weaknesses, creating common goals, and planning instruction. Includes example of teacher team's completed goal form and meeting minutes from the same team assessing progress of their students.

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Summaries of RTI Model

Maxwell Elementary School (Denver Public Schools)

A "vision statement" and Q A document explaining school's RTI model to staff. Drafted by school leaders to outline structures for intervention blocks and intervention team meetings in a school where all teachers teach intervention groups. Explanations include flexible grouping, intervention team meetings, and progress-monitoring.

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The Friendship Data-Cycle Overview

Friendship Public Charter School, Southeast Elementary Academy, Washington, DC

Friendship's data cycle provides explicit objectives for each stage of the cycle to guide grade-level data team discussions, including analyzing assessment data to group students for differentiation and examining examples of student work to plan instruction. Key questions and protocols guide team discussions, which are informed by analysis conducted by...

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Data-Analysis Form: State Test Results

Lincoln Elementary School (Memphis City Schools)

Form for teachers to reflect on previous year's state test results in math/reading. Prompts teachers to compare students results with state targets, to reflect on whether they effectively used certain strategies, and to record research-based strategies in math and reading they plan to use in the current year.

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Data-Discussion Protocol and Team Minutes

Aspire Centennial College Preparatory Academy (Charter), Huntington Park, CA

Team-meeting format and notes illustrating analysis of formative assessment results as part of school's "Cycle of Inquiry" instructional planning process. Illustrates eigth-grade team's analysis of common assessment on reading to determine why students gave the responses they did. Includes analysis of results from low-, middle-, and high-performing students.

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Data-Team Cycle: Team Rubric

Farrell B. Howell ECE–8 School (Denver Public Schools)

Rubric outlining indicators of effective data teams. Primarily used at Howell as a tool for self-reflection for individual teachers and to reinforce accountability for participation in data-team meetings. Teachers use the rubric to evaluate their performance at the end of each meeting, then discuss results and the work of the team as a whole with peers.

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Full-Faculty Data-Meeting Presentation

Kingsbury Middle School (Memphis City Schools)

Powerpoint Presentation used by principal in end-of-year meeting to analyze student data on state writing assessment. Includes slides of score distribution, growth trends, subgroup comparisons, and steps in the school's Self-Directed Improvement SystemTM action plan. Includes questions principal prepared to stimulate teachers' reflection and analysis.

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Instructions for Creating Classroom Data Boards

University Park Elementary School (Denver Public Schools)

Guidance for teachers on assembling data boards to group students for guided reading instruction. Lists materials and resources required and includes set of guiding questions to focus data-team discussions.

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Mastering COIs: Presentation of Cycle of Inquiry Process

Aspire Centennial College Preparatory Academy (Charter), Huntington Park, CA

Presentation used to introduce lead teachers to "Cycle of Inquiry" team-planning process. Covers purpose and rationale for ongoing process that includes analysis of standards, student results, and instructional effectiveness to teach specific state standards. Includes tips on creating assessments designed to reveal why students chose certain answers.

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Math Data-Analysis Templates

Skinner Middle School (Denver Public Schools)

Three documents to help teachers analyze test results. First one is for breaking down sixth-grade state test results in math, the second provides the actual data on student proficiency and growth (student names are covered) for teachers to use in completing the first, and the third is for planning instruction based on "noticings" from benchmark test results.

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Sample Data-Action Plan

Achievement Prep (Charter), Washington, DC

Example of an action plan completed by a charter school teacher, including information about how target skills were previously taught, detailed descriptions of reteaching strategies, and plans for reassessment. The process ensures that teachers do not reteach target skills in the same way and provides accountability by establishing a timetable for...

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Second-Grade Team Data Presentation

CMS Community School (Denver Public Schools)

PowerPoint Presentation from a teacher-led data presentation conducted by a second-grade team at CMS Community School. In the presentation, teachers identified pre- and postassessment data, instructional strategies used, examples of progress-monitoring tools, and lessons learned from the data involving both their teaching strategies and student performance.

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Self-Directed Improvement System Model

Kingsbury Middle School (Memphis City Schools)

Graphic model of steps in a continuous cycle of data inquiry, a system that collects and analyzes student-performance data, asks questions to prompt teacher reflection on effective instructional practices and areas for improvement, develops common strategies and resources, assigns accountability for execution, and sets target goals.

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SMART Goal-Setting Worksheet

Steck Elementary School (Denver Public Schools)

Template for teachers to record SMART goals that predict an increase in percentage of students who will achieve proficiency in a select focus or skill by a specified time as measured by multiple assessments and forms of data. Provides space for documenting the previous goal set, checking whether that goal was achieved, and writing a new goal.

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Strategic Plan for Implementing Data Teams

University Park Elementary School (Denver Public Schools)

Summary of principal's goals, strategies, and success indicators for implementing new data-team process. Shows key points for explaining and making the case for the practice to a mostly veteran staff with little background in using data to drive instruction.

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Summary of Six-Week Data Cycle

Sabin World Elementary School (Denver Public Schools)

Notes and charts from six consecutive data-team meetings on teaching students how to identify the main idea of text. Shows how each grade team defined proficiency, determined baseline performance, decided on instructional strategies, and assessed for changes in student ability. This artifact is an e-mail drafted for school leaders to monitor teacher teams...

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Collect and Chart Data Worksheet

Steck Elementary School (Denver Public Schools)

Data-collection template for recording the names and percentage of students who are proficient or higher, close to or far away from proficiency, or in need of intervention and extensive support in a select focus or skill. Teachers use the chart when formulating SMART goals that predict increases in the number of students who will achieve proficiency.

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Data-Team Process Outline

University Park Elementary School (Denver Public Schools)

Summary of key steps in using data to plan instruction. Outlines process for zeroing in on student needs. Shows cycle of data-collection, analysis, goal-setting, and instructional planning. Used by principal in training teachers on new data-team process.

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Itemized Data-Analysis EduSoft Report

Community Day Charter Public School, Lawrence, MA

Administrators and teachers use this itemized data report to identify students' common misconceptions so they can target and shift their instruction to address students' needs. The director of assessment and accountability uses the EduSoft software to generate this report by scanning in students' answers on the multiple-choice questions on each benchmark...

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Student Open-Response Template

Community Day Charter Public School, Lawrence, MA

Template that administrators and teachers use to record students' scores and errors on open-response questions on the benchmark assessments. Also used to capture general observations and trends based on students' results.

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Facilitating Effective Data Teams (2–Hour Workshop for Aspiring Principals)

Identify and analyze key processes that enable effective facilitation of data-team meetings. Workshop includes two videos. Participants engage in small-group and whole-group discussions, as well as reflect on their own capacity to lead or support data teams. (Developed for New Leaders Summer Foundations, 2009)

PD Session Plan

High-Performing Teams (1–Hour Webinar for Aspiring Principals)

Observe and analyze how principals guide and support high-performing teams, including vertical and grade-level teams. Workshop includes two videos, prework, participant polls, and self-reflection activities. (Developed for Aspiring New Leaders, winter 2010)Aspiring principals will also:

PD Session Plan

Honing Facilitation Skills (2–Hour Workshop for Principals)

Examine how role and skill of facilitator shape faculty's capacity to build a sense of shared purpose. Also explore structures necessary to lead meetings that produce results. Workshop includes two videos. Individual work and group share-outs on action plans to advance literacy goals. (Developed for Perspectives Charter School Pilot, fall 2009)

PD Session Plan

Facilitating Standard- and Item-Level Data Analysis (3½–Hour Workshop for Assistant Principals)

Facilitate a data-analysis meeting that results in teachers identifying the causes of student misconceptions and developing reteaching strategies. Workshop includes video, role-play activities, and postwork. (Developed for a 6-session Leadership Development Pilot for Memphis City Schools, fall 2010)

PD Session Plan

Leading Corrective-Instruction Action-Planning and Planning for a Full Data Cycle (3½–Hour Workshop for Assistant Principals)

Identify effective strategies for corrective instruction in preparation for leading data-driven action-planning for teachers. Establish a cycle of data analysis and action-planning to plan more efficiently for data meetings. Workshop includes video, sample action-planning, and postwork. (Developed for a 6-session Leadership Development Pilot for Memphis City...

PD Session Plan

Defining What It Means for Teachers to Talk Meaningfully About Practice (2-Hour Workshop for Principals)

Identify how instructional leaders cultivate high-functioning, self-directed, teacher-led conversations about student achievement. Workshop includes two videos, participant polls, individual work, and group share-outs on action plans to develop PLCs. (Developed for Perspectives Charter School Pilot, fall 2009)

PD Session Plan

Developing Sustainable Systems for Using Data (3–Hour Workshop for Principals)

Identify elements of a high-functioning, self-sustaining data system against the framework of Fullan's sixth management principle, "Systems Learn." Workshop includes two videos and group discussion. (Developed for Perspectives Charter School Pilot, winter 2010)

PD Session Plan

Developing Teacher Capacity for Using Data (1–Hour Webinar for Principals and Aspiring Principals)

Reflect on role of principal to drive faculty's instructional conversations using data. Workshop includes two videos, prework to rate indicators of data-driven instruction at one's school, and participant poll. (Developed for Chicago New Leaders, fall 2009)

PD Session Plan

Leading Data Teams (4–Hour Workshop for Assistant Principals)

Lead and support data teams to impact teacher effectiveness and student achievement. Workshop includes two videos and facilitated discussion. (Developed for a 6-session Leadership Development pilot for Memphis City Schools, fall 2010)

PD Session Plan

Standards- and Item-Level Data Analysis and Action Planning (3–Hour Workshop for Assistant Principals)

Use standards-level data analysis to identify focus standards andhypothesize common student misconceptions through item-level analysis. Workshop includes two videos, facilitated discussion, and action-planning. Postwork includes videotaping data analysis during data-team meeting. (Developed for a 6-session Leadership Development Pilot for Memphis City...

PD Session Plan

Improving Schoolwide Mathematics Achievement

Harriet Tubman Elementary School (Washington DC Schools)

Videos highlight the leadership moves and structures created to support a schoolwide initiative to improve mathematics achievement and include classroom examples of the whole-group instruction, small-group guided practice, and independent work components of a 90-minute math block.

Practice Profile

Leveraging a Teacher Evaluation Process to Support Teacher Effectiveness

J.O. Wilson Elementary School (Washington DC Schools)

Videos include principal facilitating a faculty meeting to analyze teacher evaluation data to determine areas for teacher growth. Also included is a group of teachers conducting a peer observation and debrief that is focused on the use of effective questioning. The principal also shares the group's suggestions for teacher's improvement.

Practice Profile

Tools and Systems for Managing RTI Implementation with Fidelity

Sabin World Elementary School (Denver Public Schools)

School leaders use RTI as the overarching strategy for organizing all of the school's work. The leadership team employs management tools—including calendars, a comprehensive RTI implementation plan, observation templates, and protocols for student-data analysis—to ensure teachers' consistent use of literacy implementations.

Practice Profile

Tools and Systems for Managing RTI Implementation with Fidelity

Sabin World Elementary School (Denver Public Schools)

School leaders use RTI as the overarching strategy for organizing all of the school's work. The leadership team employs management tools—including calendars, a comprehensive RTI implementation plan, observation templates, and protocols for student-data analysis—to ensure teachers' consistent use of literacy implementations.

Practice Profile

Analyzing Benchmark Data with Students and in Departmental Teams

Animo Pat Brown Charter High School, New Leaders, CA

Videos highlight practices a school uses with students to help identify individual areas of need and to create plans for improvement. Also includes departmental meetings that analyze trends and ongoing assessments to address student misconceptions.

Practice Profile

Shared Teacher Accountability for Intervention Instruction

Maxwell Elementary School (Denver Public Schools)

Teachers compare and analyze student results from intervention and core literacy instruction in bimonthly meetings to plan adjustments in instruction and groupings. Clear protocols keep teachers in "intervention team meetings" focused on data as they work together to address the changing needs of individual students.

Practice Profile

Tools and Protocols That Drive Rigor in Data Cycles

Friendship Public Charter School, Southeast Elementary Academy, Washington, DC

A charter elementary school uses tools and protocols to ensure rigorous analysis and planning during its nine-week data cycle, which includes specific objectives and deliverables for each week of the cycle, teacher responsibility for data analysis, explicit protocols for structured team discussions, and the creation of detailed action plans.

Practice Profile

Tools for Daylong Data Analysis and Action-Planning

Achievement Prep (Charter), Washington, DC

A charter school holds daylong data meetings each quarter to identify target standards and students on the verge of proficiency, determine gaps in previous instruction, and develop action plans for reteaching.

Practice Profile

Tools to Focus Effective Data Teams

Farrell B. Howell ECE–8 School (Denver Public Schools)

Teachers at an ECE–8 school follow a highly explicit and standardized data-cycle process. A comprehensive data-team template identifies a key area of instructional focus and provides concrete steps for teachers to follow during each stage of the cycle.

Practice Profile

A Data System Evolves to Drive Individual Student Instruction

Marie L. Greenwood K-8 School (Denver Public Schools)

Teachers use data to track and regularly review each student's progress with Greenwood's leadership team. Here, former principal, Ruth Navarro Frazier, explains how she built teachers' capacity to analyze and use data to guide their instruction, then shifted the focus of the school's data-gathering efforts to individual students.

Practice Profile

A System of Monthly Assessment and Co-Teaching

Grand Concourse Academy Charter School, Bronx, NY

School leaders combine monthly assessments and co-teaching to provide students with targeted instruction. In this profile, school leaders explain how they implemented these practices to provide students with small-group instruction and address their specific needs on a monthly basis.

Practice Profile

Breaking Down Standards and Student Results to Plan Instruction

Aspire Centennial College Preparatory Academy (Charter), Huntington Park, CA

Teacher teams employ a "Cycle of Inquiry" process to backward design and implement two- to four-week units of instruction based on how students must demonstrate mastery of targeted standards. Instructional plans are determined by data discussions that analyze test results to understand students' responses.

Practice Profile

Breaking Down Standards and Student Results to Plan Instruction

Aspire Centennial College Preparatory Academy (Charter), Huntington Park, CA

Teacher teams employ a "Cycle of Inquiry" process to backward design and implement two- to four-week units of instruction based on how students must demonstrate mastery of targeted standards. Instructional plans are determined by data discussions that analyze test results to understand students' responses.

Practice Profile

Building Effective Teacher Teams Through a Lead Teacher Model

Asbury Elementary School (Denver Public Schools)

At Asbury Elementary, teams of teachers meet four times each month to discuss individual student needs, data, and instructional strategies. In this profile, Principal Janet Box, who left the school at the end of the 2007–08 school year, describes how implementing a lead teacher program facilitated the creation of effective instructional teams and a...

Practice Profile

Drafting Data-Driven Instructional Plans

E.L. Haynes Public Charter School, Washington, DC

Elementary school teachers draft "reteach action plans" based on their analysis of interim assessments. School leaders at this charter school explain how they added this structured planning process to existing data-analysis practices to address disappointing achievement results.

Practice Profile

Establishing Routines and Responsibilities for Grade-Level Planning

Holmes Road Elementary (Memphis City Schools)

Grade-level teams follow a structured process for planning differentiated instruction to meet individual student needs. At Holmes Road Elementary, Principal Eugene Lockhart describes how he implemented this process by establishing new routines and responsibilities.

Practice Profile

Implementing and Achieving Teacher Ownership for "Data Talks"

Friendship Collegiate Academy (Charter), Washington, DC

Teachers take turns making presentations about student data to their colleagues in structured discussions throughout the school year. In this profile, the principal explains how school leaders trained teachers on a "data talk" process to build teacher ownership for data analysis and share leadership in the school.

Practice Profile

Implementing Teacher-Created Weekly Common Assessments

Hamilton Elementary School (Memphis City Schools)

At Hamilton Elementary, teacher grade-level teams create and administer weekly assessments of targeted skills and use the results to plan reteaching. In this profile, the principal explains how she implemented this practice upon her arrival at the school, after observing a misalignment between instruction and ongoing assessment.

Practice Profile

Introducing Teachers to Data-Driven Instruction

Green Valley Elementary School (Denver Public Schools)

School leaders introduce data-driven instruction to teachers by enlisting small groups of teachers to pilot the practice and by making visual and nontraditional presentations that illuminate the importance of using data to drive instruction. In this profile, school leaders explain how they used these strategies to build staff understanding and acceptance of...

Practice Profile

Strategies to Improve Reteaching in Interim Assessment Cycles

STRIVE Preparatory Schools, Westwood Campus (Charter), Denver, CO

A charter school develops its own interim assessments, introduces a daylong planning sessionafter each interim assessment, emphasizes scheduling in reteaching and review, and recruits teachers to serve as "content specialists"who facilitate the creation of reteaching plans.

Practice Profile

Tools for Improving Writing Instruction

Lincoln Elementary School (Denver Public Schools)

A principal employs planning tools around the 6-Traits writing process to align teachers in their expectations for improving students' writing skills. Templates and protocols for evaluating students' writing needs and providing instruction, as well as tools for tailoring professional development on writing instruction to teachers' needs, are included.

Practice Profile

Using "Barometer Groups" to Track Student Progress

Lowry Elementary School (Denver Public Schools)

Teachers assess a "barometer" group of students every five or six weeks at each grade level to help inform teaching strategies for writing. In this profile, Principal Carolyn Riedlin explains how introducing this process both helped teachers fine-tune writing instruction and become more comfortable with the frequent assessment of student work.

Practice Profile

Training Teachers to Use Data

University Park Elementary School (Denver Public Schools)

A principal gradually introduces teachers to data-driven instructional planning by initially focusing on one teaching strategy—guided reading—and connecting the practice to familiar tools and techniques. The principal makes the case for the practice to a mostly veteran staff with little background in using data to drive instruction.

Practice Profile

Creating Structures and Protocols for Focused Data Talks

Monarch Academy (Charter), Aspire Public Schools, Oakland, CA

Explores how a principal implements "Data Talks," a systemized, schoolwide protocol for ensuring teachers know how to use data to drive instruction. Highlights how she developed the roles of "lead teachers" to support their grade-level peers in honing their instruction.

Case Study

Early Intervention for On-Track Graduation and College Readiness

East High School (Denver Public Schools)

A high school screens and places incoming ninth-graders at risk of getting off track for graduation in supplemental classes that support and accelerate learning in core subjects. Teachers integrate affective development into instruction and in one-on-one student conferences. Staff uses academic and affective data to monitor and adjust interventions.

Case Study

Engaging an Experienced Staff in Focused Professional Dialogue

Raymond Education Campus (Washington DC Schools)

Analyzes strategies for facilitating data-driven professional dialogue and engaging adults in collaborative instructional decision-making. Focuses on how staff analyzes student data to identify an area of need, collectively implements a focused instructional response, and collaboratively examines student work to monitor the effectiveness of instruction.

Case Study

Instituting Data-Based Practices to Transform Instruction and School Culture

Beach Court Elementary School (Denver Public Schools)

Follows the process used to establish a data-driven culture among faculty through highly focused PD centered on assessing students' progress and setting goals. Explains how a principal set up structures to support vertical and grade-level planning based on an in-depth understanding of students' progress toward SMART goals.

Case Study

Integrating Writing Across the Curriculum

Morey Middle School (Denver Public Schools)

A middle school integrates writing instruction across the curriculum to address a persistent lack of student growth in this area. Nonlanguage arts teachers acquire the skills and confidence to teach writing through cross-curricular data analysis work, classroom observations in language arts classrooms, and collaborative planning opportunities.

Case Study

Acting as "Chief Data Officer" to Drive School Culture

Kingsbury Middle School (Memphis City Schools)

A principal fosters a data-driven culture by facilitating data-analysis discussions in full-faculty, grade-level, and individual teacher meetings. Through pointed questions, he prompts teachers to reflect on the "why" behind the data. Grade-level team examines student performance on common assessments to brainstorm cross-curricular instructional responses.

Case Study

Improving Students' Reading Proficiency at the Secondary Level

Bruce Randolph Middle School (Denver Public Schools)

A secondary school establishes a reading intervention program that includes leveled literacy classes focusing on fluency, vocabulary, and reading comprehension and supports students to monitor their own progress. Instructional coaches continue to strengthen language arts instruction by coteaching with teachers to model best practices.

Case Study

Teacher and Student Goal-Setting to Target Student Areas of Need

Steck Elementary School (Denver Public Schools)

An elementary school implements goal-setting processes and structures to target students' academic strengths and areas of need. Teachers set SMART goals and teach students—through whole-class instruction and one-on-one conferences—to monitor their progress and set specific goals to increase student ownership for learning.

Case Study

Addressing Achievement Gaps Through the Gradual Implementation of Interventions

Cheltenham Elementary School (Denver Public Schools)

Investigates the potential risks, benefits, and implications of gradually rolling out interventions as a key strategy for addressing and targeting student need. Looks at how school refocuses schoolwide attention on strengthening classroom instruction.

Case Study

Collective Data Analysis to Improve Reading Instruction

Hamilton Elementary School (Memphis City Schools)

An elementary school principal promotes teacher accountability for reading achievement through collective data analysis. Administrators play supportive roles in literacy and grade-level team meetings by identifying and questioning trends in the literacy data and encouraging teachers to devise instructional strategies to target students' needs.

Case Study

Integrating Students into the Data-Analysis Process

Ida B. Wells Academy (Memphis City Schools)

Explores why and how a school develops a formalized structure called Test-N-Talk to support teacher-student reflection about test results and student achievement. Discusses the tools and the variations on the structures, as well as shares the potential benefits and challenges associated with the Test-N-Talk process.

Case Study