Data Team Summary

Michelle Gabriel
1/25/2023

A. School Vision and Mission:

1. What is your school’s vision and mission?

To Learn, Lead, and Leave a Legacy

2. Are there specific foci for your school in your school improvement plan? (i.e. Math, Reading, behavior)

Use data to make decisions: Using RI/MI scores and teacher input, we will customize the type of
interventions students will receive during the WIN block.

Simplify the foundation of teaching and learning to prepare innovation: During the 2022-2023
school year, all certified staff will increase their CTLS proficiency as evidenced by CTLS Parent (parent
communication/ messages), CTLS learn/teach (utilization of digital classrooms) and CTLS assess
(common/formative assessments).

3. Describe how your school’s data team can use data to measure meaningful progress toward realization of
your school’s vision.

By using the Reading Inventory/Math Inventory scores to determine student understanding of past,
current, and future content, teachers can discuss and evaluate where student understanding is lacking. By
using this data, we can discover the type of intervention each student needs to learn to achieve their goals.
During our WIN (What I Need) Block, students and teachers can work in small groups and on digital
resources that collect data for the teacher to observe if the student is improving. Using our online resource
CTLS to share information with students and parents, parents are now also involved in the success of their
students. Parents can access resources at home for students to use or students can independently use CTLS
to review content posted by the teacher on the digital classroom. Teachers can include a variety of games,
extra help, video lessons, books, and more for students to access whenever possible. It is up to the students
to lead themselves after school. This gives students a sense of responsibility with their learning. Teachers
then use CTLS Assess to document data on assignments or assessments. We want all students to leave their
legacy at school by reaching their goals. By ensuring that we do our jobs correctly and effectively using
data, we can help students learn, lead themselves to success, and leave a legacy of reaching all their goals.

B. Purpose & Roles of the Data Team:

Be specific about the titles and skills of the people you want at the table. Should you have the principal at
the table?

My data team is responsible for collaborating, recording, observing, and analyzing data from formative and
summative assessments to determine what the next steps of instruction should be. Based on the information,
we will discuss what seems to be strengths and weaknesses of our students and see if there is a trend. We
will also use this data to know what students are struggling with and need more intervention methods. Data
teams should also be involved in creating and sharing intervention strategies. I believe the principal should
always be at the table to listen in on conversations and give input on strategies. We want the principal to see
that we are not only trying to ensure our students succeed, but that our roles as educators is being performed
 as best as we can. Being an educator means that you are also aware of data to determine if the way
instruction has been provided to teachers has been effective.

Data teams should always have the following roles:

Data Team Leader: This member creates the agenda for the meetings and guides the team through the data
meeting. They are responsible for making sure goals for the day are met, providing the team with important
from administrators and other leaders, and provides support for their team.

Timekeeper: This role is important because it keeps the team on task and focused on the goal for the current
meeting. They let the team know how much time is allotted for the meeting and give warning on how much
time is left.

Recorder: This member is responsible for taking notes throughout the meeting. This gives the ability to look
back at previous meeting notes and review what has been discussed. This member is important because they
keep record of what strategies have been discussed, what goals were created, where student needs are being
met and where they are not being met, and what concerns team members have.

Data Analysis: This member is responsible for creating visuals of data and observing trends within the data.
This member is important because they gather all data and communicate results of assessments to the team.

Technician: This role can assist the Data Analysis the creating graphs or charts to represent assessment
results. This member is responsible for helping with technology issues and guiding others on effectively
using data to record and share data to other team members.

C. Data Team Formation, Rationale & School Structures:

The formation of my team was simple. I wanted to include all members of my grade level since we currently
have an established data team. I chose my team members because I can count on them to follow their role
requirements and provided needed documents to create reliable and current data. My team and I already
meet biweekly to discuss data and data trends on summative assessments with the inclusion of my principal,
assistant principal, and instructional specialist. I have had successful strategies recommended to me by all
members of my data team. This trust allows me to feel comfortable including them in my data team for this
assignment. Since my team also meets weekly on Wednesday after school, I will use this time to include
data discussions when needed and provide opportunities for collaboration in intervention methods. I think
the best way is to continue biweekly meetings on data but have them held on Wednesdays after school to
further evaluate and analyze the data that was discussed in the previous day’s meeting.
D. Decision-Making Authority:

My administration believes that the teacher knows what interventions are best for each student. This
gives us the opportunity to try multiple methods of intervention for students. Unless the intervention has not
been effective and the teacher cannot think of additional interventions strategies, there is no need for
recommendations to someone else.
I believe that in my data team, collaboration is the key to success. By relying on your data team, a
variety of strategies can be suggested to address student-learning problems. This is why we are a team, to
work as a team. Teaching is not a one-way street. I do not believe that decision making for interventions
should be dependent on one person. Data team members should share enough information about their
student to give other members an idea of what this student is like and where the disconnect of information
is. From there, the team can make a list of strategies that have been successful for them in the past. The
recorder of the meeting can even keep an ongoing document of strategies that have been discussed and how
to implement them for members to look back at when in need of a new intervention strategy.

E. Outreach Plan – Refer to Table 2.1, p. 31, Data Coach’s Guide

Audience How will you engage Their role in sustaining

them? collaborative inquiry

Communicate vision clearly

Provide a presentation on how
and often. Provide professional
data will be taken and utilized
development to support
to improve student learning.
collaborative inquiry. Require
Share results with
participation of principals.
administrators and other
District Administrators Required to attend at least 1-2
schools. Allow for their input
data team meetings per school
and support within data team
year. Provide access to district
meetings. Provide an agenda on
data. Support schools in their
when meetings will take place
needs for student learning and
to allow ample time to attend.
success.
Create a safe environment for
data use. Actively participates
Meet biweekly with
as a member of the Data Team.
administrators to share and
Help the team access resources.
discuss collected data.
Share intervention strategies.
School Administrators Collaborate to create new
Provide teachers with a desired
strategies for intervention.
data goal. Communicate where
Discuss how to share
concerns are and what they
information to larger audience.
believe should be the next
steps.
Lead a presentation on how to
effectively take data, analyze Participate in Data Teams for
data, and share data within their grade level. Take data on
Data Teams. Provide graphs formative/summative
School Faculty
and tables to show current data assessments to share at Data
trends within the school. Team meetings. Use data to
Provide a goal of taking data improve student learning.
for all faculty that is realistic.
Department Chairs Share current and updated data Actively participate as a
 often to provide information on
student learning. Allow input member of the Data Team.
on what they notice in trends Provide guidance and resources
and what they believe can be for the Data Team. Share data
done to improve student of their own.
learning.
Share current and updated data
on formative/summative
Model interventions.
assessments. Provide
Collaborate with team
opportunities to share
Instructional members on creating,
intervention strategies. Allow
Leaders/Specialists analyzing, and sharing data.
observation on intervention
Provide guidance and
with student to guide teacher
resources.
on how intervention can be
modified or improve.
Allow potential members to
observe data meetings.
Collaborate with team
Collaborate on ideas and
members on creating,
provide guidance on effectively
Potential Data Team Members analyzing, and sharing data.
using data. Demonstrate how
Observe occasional data
effectively using data can be
meetings.
beneficial for student learning
and success.
Support policies that provide
Conduct a short presentation at
time and resources for Data
School Board Members a board meeting to explain
Coaches and Data Teams’
what you are doing and why.
work.
Attend school improvement
team meetings to discuss data
Coordinate efforts with data
trends and how interventions
teams. Model the practice of
School Improvement Team have affected students. Create
using data to inform school
presentations on how using
improvement decisions.
data can support that team’s
work.
Include parents in discussions
Keep parents informed on data
from data team meetings by
teams record and data trends.
sharing via biweekly
Participate in data team
newsletter. Within letter share
Parents discussions at monthly PTA
data and data trends. Allow
meetings. Participate in parent
parents to participate in
surveys to obtain valuable,
discussions regarding data at
current data.
monthly PTA meetings.
Meet with the data team
Provide access to local and
responsible for assessments and
Data or Assessment district data. Stay in
data to inform them of your
Coordinators communication with data
plans and to work together to
coach.
access district data.
Reference used to fill out table:

(Love, 20071207)

Love, N., Stiles, K. E., Mundry, S., DiRanna, K. (20071207). The Data Coach's Guide to Improving Learning
for All Students. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781071841433