DBDM Pre/Post Knowledge Check

For each scenario, does the action taken by the educator(s) establish an effective collaborative process for collecting data? Mark yes or no.

Mrs. Smith, Mr. Afshar, and Ms. Grange meet frequently to discuss what they are doing in their first-, third- and fourth-grade classrooms. Collaborative discussions focus on sharing thoughts and opinions about learning difficulties they believe students are having. These teachers feel confident that their approach is an effective way to advance student learning.

The ELA teachers at Brookview Middle School use Google Drive to share and store their upcoming team meeting agendas, student data, and past team meeting minutes. Once they have reviewed the data prior to the meeting, each member leaves a comment indicating they have done so.

Mr. Bern has volunteered to be the data collector for the City View School District’s physical education data team. He sends out reminders to team members before each team meeting about reviewing data and suggess the best way to organize assessment results for easier data analysis. He then checks to make sure that each team member has shared their current common assessment data in the team’s Google Drive folder prior to the meeting.

For each scenario, does the team or team member effectively work to implement a process for examining and interpreting data? Mark yes or no.

The Sumner High School foreign language team members peruse common data prior to each of their data team meetings. The following steps are used to guide each meeting:

1. Meetings begin by reviewing the meeting goal, team norms, and the agenda.
2. Team members record common ideas, challenges, and proposed solutions.
3. Meetings end with developing an instructional action plan based on the meeting discussion.

When the Corwin Middle School eighth-grade science teachers met to review end of unit assessments, their team not only reviewed assessment data, but took a careful look at how they taught the lessons on energy and force. They then discussed where in their lessons they thought breakdowns in learning occurred and why before developing their instructional action plan.

For each scenario, will the team’s actions result in a complete and effective plan to advance student learning? Mark yes or no.

Wade designed a template for her third-grade data team to use when developing an instructional action plan. The template includes the following.

1. The specific learning goal and the type of student work that will be used as evidence of learning
2. The design of lessons that will be implemented to incorporate changes to instruction for reaching the learning goal
3. Specific information about how and when these lessons will be delivered
4. A method to examine and analyze the impact of the instructional change

After collecting and carefully analyzing student work and assessments, the art teachers from Lakefield School make an instructional action plan. Their plan includes the learning goal of improving student understanding of basic geometric shapes. Also included in their plan was for art teachers to provide a rubric to students at the beginning of each project.

A data team, comprised of middle school music teachers from several small districts, met to review common performance assessments. After collecting and analyzing data, the team developed an effective instructional action plan. This is their plan:

1. Learning goal: Students will read and perform a short song/piece using effective expression.
2. Lessons will be developed and implemented that encourage peer collaboration through the use of cooperative learning structures.
3. Each teacher will have at least one of their lessons videotaped.

For each scenario, does the team or team member effectively promote the use of data to drive and adjust instruction?  Mark yes or no.

After an instructional intervention, Brentwood High’s social studies data team reflected on these questions at their data team meeting to look more deeply at the data collected during the intervention:

The ninth-grade biology teachers hold conferences with their students following unit assessments. They ask their students several general questions, such as what they enjoyed most about the assessment and how they will work to improve on the next assessment. These conferences are used by individual teachers to receive feedback.