Community+Schools+Group+Data+Team+Meetings

May 2012

 * 1) A professional Approach to Collaborative Inquiry – did the team work for you? What worked well? What things do you want to improve upon for next year?
 * 2) Use the laminated model to ask the questions, provide feedback and build for the future. Rank the areas and how we did?
 * 3) Create and Maintain your CIT - EA’s in the CIT’s may not have been as productive as we hoped. Might we support them differently next year? Group sizes were large at times with EA’s included. CIT’s need to have a focus. Have one member of each CIT on the data team. **Rank= 5**
 * 4) Identify a strategic improvement plan – reading and writing connection **Rank= 7**
 * 5) Read and discuss research – yes through staff meetings AND Daily 5 – Café, 6 plus 1 Writing Traits. Writing Continuums, PWIM, Writing Structures, Recommended books by staff. **Rank= 2**
 * 6) Commit to experimenting with a promising research-based practice – see above. **Rank = 2 (6)**
 * 7) Gather data about the Effect – K-3 writing accordians, COPS Daily 5 observations, Writing samples, surveys(before during and after), conferences videos and posters. **Rank = 1**
 * 8) Share data with inquiry team – individuals gather – group share, had a project we all were working towards. **Rank= 3-4**
 * 9) Analyze student learning data – Looked at AFL, F&P triangle, data team looked at writing and built school wide continuum of student writing. We need to follow through next year better to get the samples and report through the year – as a data team we need to follow through more regularly. **Rank= 3-4**

April 27/2012
Three Goals Digging Deep for the Treasure __**What do we know about our learners?**__ Putting the Faces to the Data by Lynn Sharritt What od we do when students consistentyl struggle? How do we dig deeper? How well do we know our students? What is at the root of the problem?

Use the draft model of Making Students Needs and Interventions Visible at C.I.T. (perhaps adding a timeline)

__**Learning Fair June 8th**__
Opening Plenary with Lynn Sharritt School Sharing - paired with another school 60-90 minutes (30 -45 minutes including questions) Learning Tour 30-45 minutes Closing Plenary

What is our story? Writing continuum - some co-constructed, some without looking towards that in the future. Process, self- assessment of the writing continunum and writing. Perhaps audio with examples. Building a common language using Ruth Culham's books grades 4-8 and daily five k-3. How will we tell our story? Using sandwich board. Perhaps audio/video of students. How will you demonstrate the growth achieved with our students. Scroll of writing continum with student samples. What is the purpose of your story? Keep in mind privacy. What is the mode to tell the story? Focus is on the growth? Not levels of achievement but growth? Audio of growth

Personal Reflection How have you grown as a writer this year? What are your areas of strength? What do you still need to work on? (place in a binder)

April 2/2012
Data team meeting April 23 Results for the post test of Determining Importance will be in and up by Thursday April 2 Follow up Dates: April 19 th Clarifying and Monitoring May 31: Synthesizing and Summarizing CIT Questions need to be on the board and the F&P data to place on the wall and also the writing continunumm - need to get photos of kids reading and writing. CIT groups could meet and discuss what they wish to share - Literacy Cafe and the accordian Discussion of Board and the writing continunum using the rubric Writing samples - and comparing to the actual curriculum and division expectations Writing Learning: April 26 Mtg1: Curriculum building arrange in order (messed up groups) May 3 Mtg 2: Look at sample in your own group (primary inter/middle) and place and compare to division rubric May 10th Mtg. 3 Step out of the box sample that is not your grade level

June 8 is Learning Fair Day - location TBA
Our work in Community Schools - HOW??? Making Connections...Literacy for Life / Cultural Responsiveness / Collaborative Inquiry Teams
 * How can we be more clear?

Data - Where to Next? > Data by role in the schools - Principal, primary teacher, middle years teacher, trustee, elementary teacher.
 * What data are we collecting?
 * How are we using data?

Doug Reeves - video Strengths -
 * 1) Reading has been our strength - common language, explicit teaching
 * 2) We are seeing the growth everyday in our students
 * 3) We have shown growth as a staff in these areas

Challenges -
 * 1) How do we ensure the strategies are being taught daily?
 * 2) How to focus on writing and keep our momentum in reading comprehension?
 * 3) We tend to look at the things we can't or are not yet doing rather than looking at the positives and successes.
 * 4) How can we balance the data with the formative info that we know about our kids daily?
 * 5) What are our treasures?

Difference between displaying the data and using it to drive teaching and learning. The steps that make Data Come Alive!!! Actions:
 * 1) collect and chart the data
 * 2) identify the strengths and challenges - go on a treasure hunt. Find the sub scales to answer not just the low scores.
 * 3) review your goals
 * 4) select your instructional strategies - this is taken from the data. This about helping the children get better.
 * 5) determine the results indicators - dont wait til next year from last years scores. Formative assessment.
 * 1) Should we have a continuum for each classroom? Explicit teaching of the strategies?
 * 2) AFL - what did we do to have the excellent results we had on last assessment?
 * 3) Celebrate the AFL - can we get Kerry Alcorn in to help us interpret our results? How do we remind our kids about what the strategies are and how do we dispaly this?
 * 4) By Feb 10 - Writing samples collected from each grade of writing showing low / medium and high. K-1 Myranda, Lori 2-4, Shannon 5-8, "Fun things I like to do in the winter".............
 * 5) Data team to meet Feb 13

__ Next meeting November 7/11 __ Create the pyramid for the F&P for staff meeting Bring As a data team we need to make sure about what is collecting about writing (we need to make sure that data includes a variety of different formats - photos, observations and conversations) - idea about that individual contiunum CIT Meetings: Meeting begins with CIT in designated spot from 3:00 - 3:45 and then report back as a group 3:45 until 4:00 With DATA WALLS it is critical to define our purpose and our audience. We may have two data walls one to identify students to move students forward and one we share with other schools and our community. Laughter Passionate and bring purpose There is big buy in Engage stake holders and coordinating with different schools Coordinating with King George Strong leadership Sharing of what is happening in the classroom both success and failures Confidence in what we are doing Feelings of Trust—giving us confidence to try new things Willingness to learn from one another || Communicate better with the rest of the stuff and we’re learning as we go Continue to celebrate growth and success Use the data we have collected (Fountas and Pinell) || Create a pyramid of below, at grade level and above average. ||
 * ACTION PLAN **
 * __Things We Do Well__ ||  __Things We Need to Add__  ||  __Next Steps We Need to Take__  ||
 * Strong group of members who bring different perspectives

__Summary of Jigsaw CIT Inquiry Process__
Identifying areas of need Identifying strategies fro the need Student engagement Celebrating successes with team || Time allotted to meet All member present Data is provided to work with—everyone brings something Data is organized—data chart Related to student outcomes in curriculum—according to school focus (inquiry) || Hear staff room conversations Teachers can articulate why they are doing what? (where is it coming from Students can articulate as well  Positive atmosphere  Sharing info  Conversations about finding  Evidence in the classrooms  Partnerships with the university  Support form administrators  Data is driving instruction || Well planned lessons  Multiple sources  Understanding of strategy  Commitment—buy in  Continue to finish as you need to be able to assess throughout  Connected to curriculum and division priority (alignment)  Stick with it redo flexibility  Assess it  Visible data easy collected  Students are successful/engaged  Lots of conversation  Culturally responsive || Students were grouped in cross-grade grouping as part of a grouping incentive, encouraging them to grow  Gathering and sharing evidence of student learning  F&P Blitz—literacy coach classroom teachers, Resource teachers, EA  Through the literacy coach trained the EAs  Teacher needs to do some of the assessment || Not know what to do with data/analyze Transiency of students Too much data and not using it Support from home Literacy within the home Reliability of data (WDYDIST) Discouragement when data isn’t positive Trying to do too much || Factors such as “Attendance” take us away from learning focus Fitting in all members of the team Volume of the data Data interpretation to action—informing instruction supports || Time Lack of resources Lack of direction—knowing the current researchers and knowledge of Unwillingness of staff Lack of parental engagement and understanding Comfort level with research and the reading levels for staff What research do you look at Lack of consensus Transiency and attendance F & P are not in cumms || Quitting/giving up Not staying the course Lack patience time Not digging deep Fully implement and building capacity Lack of beliefs (research & understanding) Out of comfort zone Not using data Forgetting to look at data || Time required to do the assessments and meet as a group Time to gather and share Getting the entire staff to buy into the process Choosing too broad a focus (Caswell is focusing just on the word work and how it affects reading) Ideas—comparing a group of students from one year to another || Data wall (visual representation of where students are at e.g. reading level Narrow your focus  *Be realistic ( we can’t control everything)  Don’t reinvent the wheel (e.g. Daily 5, 6+1 Traits)  Student connections with adults in the building || Laser focus  Stay with it  Clarify goal/roles/focus  Communicate often—relationships are key  Planned time to meet  Keep solutions  Open up access to our schools || Partnerships with the university  Ask for assistance within the division  Really understanding the data in order to focus on the research and utilize the visual  Provide visuals of the data for all staff  International reading association  Subscribing to more professional magazines  Establishing protocol for transferring F&P place on back of transfer sheet || Observing someone who has been successful  Read more research  Using data more often  Checking in with students regularly  Conversations with parents Challenge beliefs in a respectful way Offer support—be approachable Might be stuck in another place—go back—share cycle not a circle Continue to self evaluate/reflect Share resources When stuck, self evaluation/reflection || Ensuring that time is put aside for gathering coming together as a staff for gathering info Share with other schools who are doing a similar CIT ||
 * CIT Process || Analyze Student Learning Data || Identify a focus for the inquiry || Investigate current research || Commit to experimenting with a promising research– based practice || Gather and share evidence about the effect ||
 * What does it look like when it is going well || Using data to drive instruction
 * What are the common practices to get stuck || Acquiring data
 * Solutions for moving forward—”getting unstuck” || More collaboration and brainstorming