Data-Driven Decision-Making/ Data Teams (DDDM): Collaboration and Implementation Component
District Leader School Leader Data Team Member Data Team Leader Teacher 1. Allocates equitable and 1. Ensures that new 1. Communicates purpose and 1. Models good 1. Uses data to inform appropriate time, training staff receive training goals of DDDM/DT with analysis of data daily instructional and resources to support teachers, families and decisions DDDM/DT community members 2. Creates a system of 2. Makes links between 2. Represents all grade levels 2. Follows all 2. Posts exemplary sharing and disseminating existing initiatives and and content areas five steps of the data anchor sets of students information professional team process work and uses them development with during instruction DDDM/DT 3. Articulates an 3. Establishes a timeline 3. Models good analysis of 3. Provides 3. Constructs learning expectation that all staff are for implementation and data appropriate data in a activities that are involved and accountable review process for school user-friendly format and explicitly connected to progress in a timely fashion standards, goals and (unless this role is being student data rotated between team members) 4. Collaboratively plans 4. Arranges for vertical 4. Records minutes that are 4. Ensures that 4. Openly shares with principals and School and horizontal distributed to all teachers all members have a clear instructional practices, Leadership Teams to articulation between understanding of roles successes and challenges identify Tier I & Tier II grade and content levels and goals indicators 5. Monitors, analyzes and 5. Monitors, analyzes 5. Actively works to 5. Practices 5. Identifies, discusses shares Tier II antecedents and shares Tier II institutionalize concepts and effective facilitation and shares adult actions of excellence antecedents of excellence principles of DDDM/DT over skills that contribute to time improved student performance 6. Provides appropriate 6. Ensures that grade 6. Ensures that 6. Implements strategies data in a user-friendly and content level data data and materials are agreed upon in data team format and in a timely informs instruction the organized and prepared meetings on date fashion next day before the meeting specified at the meeting 7. Records minutes that are organized in a data team binder Data-Driven Decision-Making/ Data Teams (DDDM): Use of Data Component District Leader School Leader Data Team Member Teacher 1. Aligns assessment system with 1. Collects and analyzes a 1. Analyzes student work and data from 1. Analyzes student work and standards variety of disaggregated student common formative assessments to monitor, formative and diagnostic data from multiple sources on a assess and evaluate student progress assessments to guide regular basis to develop, modify towards meeting state standards instructional decisions and refine school improvement plan 2. Strategically schedules 2. Transparently posts data that 2. Uses data pro-actively as a pre- 2. Uses student self- assessments throughout the year reflects the reality of what is assessment tool to plan for differentiated assessments to guide going on in the school and what instruction instructional decisions is being done to address student needs 3. Communicates progress towards 3. Creates school improvement 3. Looks at student work to analyze level 3. Uses data to communicate goals to teachers, students, parents, plans with a School Leadership of rigor and cultural relevance of teacher progress to students and parents community members and board of Team that is based on current assignments education members on a regular basis data and research-based practices 4. Uses technology effectively to 4. Uses data and student 4. Utilizes student data to inform their 4. Uses data to show evidence manage and share data results as part of the evaluation professional development of progress towards their own process professional goals 5. Uses data and student results as 5. Demonstrates inter-rater reliability part of the evaluation process while grading student work
Data-Driven Decision-Making/ Data Teams (DDDM): Ownership & Commitment Component
District Leader School Leader Data Team Member Teacher 1. Embeds DDDM/DT in other 1. Makes data team meetings a 1. Asks each other to share practices that 1. Brings examples of data to systems priority yield increased student achievement observation conferences to illustrate how the use of data has resulted in instructional changes 2. Makes all decisions based on data 2. Owns and openly shares the 2. Analyzes the efficacy of their own 2. Conducts their own action results instruction and assessments based on data research in their classroom team results and take responsibility to make changes when necessary 3. Develops processes and procedures 3. Uses data teams in all 3. Uses data to have objective to support data teams organizational structures discussions about student progress 4. Ensures that monitoring 4. Shares data with other adults implementation of DDDM/DT is a in the building, as appropriate standing agenda item 5. Frequently monitors progress of district improvement plan Making Standards Work: Collaboration and Implementation Component District Leader School Leader Teacher 1. Spends every discretionary dollar on staff 1. Allocates equitable and appropriate time, 1. Supports the use of a standards-based development and instructional support is training, and resources to support MSW accountability system specifically linked to student achievement, high implementation standards and improved assessment 2. Establishes timeline for implementation 2. Ensures that new teachers receive training and 2. Works collaboratively with colleagues to ensure and review process of district progress support vertical and horizontal alignment 3. Monitors the strategies that schools use to 3. Establishes timeline for implementation and 3. Identifies, discusses, and shares strategies that achieve high standards review process of school progress contribute to improved student performance 4. Arranges for vertical and horizontal 4. Develops a sustainable system for monitoring 4. Regularly self-reflects based on student articulation among schools and grade levels and adjusting implementation performance and makes changes in lesson design and teaching strategies accordingly 5. Clearly articulates that all standards must 5. Articulates an expectation that all staff are be taught with an emphasis on power standards involved and accountable in MSW Making Standards Work: Power Standards and Unwrapping Component District Leader School Leader Teacher 1. Actively participates in the process powering 1. Creates a system of sharing and disseminating 1. Implements standards in every grade and content of standards information area 2. Establishes timeline for implementation and 2. Includes representation from teachers and 2. Understands that prioritizing Power Standards review process of school progress specialists in all grade levels and content areas does not mean eliminating the rest of the standards 3. Ensures that power standards are horizontally 3. Clearly articulates that all standards must be 3. Students can explain what standards are being and vertically aligned (K-12) taught with an emphasis on power standards addressed during each unit 4. Clearly articulates that all standards must be 4. Reviews the assessment and instructional 4. Works together to identify and unwrap power taught with an emphasis on power standards techniques used by teachers as part of the evaluation standards process 5. Ensures that there is a standards-based curriculum aligned with formative and summative assessments Making Standards Work: Performance-based Assessments & Scoring Guides Component District Leader School Leader Teacher 1. Establishes a criteria for reviewing 1. Communicates the purpose of performance- 1. Utilizes multiple instructional strategies to performance-based assessments and rubrics to based assessments to students, families, community differentiate for all students ensure that they are addressing the power members, and board of education members standards 2. Analyzes results from performance 2. Analyzes results from performance assessments 2. Analyzes results to inform professional assessments to ensure that optimal student to ensure that optimal student learning is occurring development needs learning is occurring 3. Evaluates selected student work to compare to 3. Communicates that performance-based 3. Creates at least one standards-based performance a district or school standard assessments are formative and are to be used to assessment per month inform future instruction 4. Analyzes results to inform professional 4. Evaluates selected student work to compare to a 4. Works collaboratively to develop and share development needs district or school standard performance-based assessments that are 5. Develops rubrics that are aligned with performance-based assessments 6. Collegially reviews performance assessments and student data to analyze impact on student learning and make instructional adjustments