berkeley county schools · web viewstudents will better solve multi-step word problems. step 6 is...

Data Teams & the Common Core State

Standards

Presented to:Berkeley County Public Schools

Prepared by Brandon Doubek, Ed.D.

© 2012 All rights reserved [email protected] 6/14/2012Copy only with permission Berkeley County, WV

Dr. M. Brandon Doubek is a Sr. Professional Development Associate for The Leadership and Learning Center who brings more than 25 years of experience to his work as a leader, teacher, professor, consultant, and researcher. He has provided seminars and implementation school visits for Common Formative Assessments, Engaging Classroom Assessments, Data Teams, Decision Making for Results, Advanced Data Driven Decision Making, Powerful Strategies for Effective Teaching, Writing to Learn, Response to Intervention, Differentiated Instruction, Five Easy Steps to Balanced Math, Daily Disciplines of Leadership, Common Core State Standards, and Rigorous Curriculum Design. He has also modeled instructional and assessment strategies for K-12 classrooms in all content areas. Brandon is known for engaging participants and students through humor and breaking down complex ideas into manageable pieces of information that can easily be implemented.

As a consultant, Brandon has provided leadership, instruction, curriculum, and assessment strategies for districts across the U.S. and Canada including: Seattle, Newark, Albany, Birmingham, Minneapolis, St. Paul, St. Louis, Washington Court House, Clover Park, Bakersfield, Hazelwood, Mentor, Ft. Bend, Bridgeport, Beacon, Rahway, Princeton, Greater Essex, Lloydminster, Deer Lake, and New York City. He has also been a keynote speaker in fifteen districts and a featured presenter at several national conferences, including the Association for Supervision and Curriculum Development, a national panelist on standards and assessment, Teaching for Intelligence, 90 90 90 Summits, and the International Conference on the Arts and Humanities. His most recent articles appear in the International Reading Association’s journal, New Directions in Reading Research and the International Journal of Mentoring and Coaching, as well as a chapter contributions on Standards and Assessment in Data Teams Overview: The Big Picture and Contexts of Standards and Assessment in Standards and Assessment: The Core of Quality Instruction .

Brandon was the director of evaluation for the National Urban Alliance for three years in addition to his role as a literacy and thinking skills consultant in 10 school districts in the United States for over six years. His knowledge of quantitative (statistical) and qualitative research methods in education led to 12 documents that evaluated existing achievement gaps in districts across the U.S. as diagnostic measures for future school action plans. With this information, Dr. Doubek helped to initiate projects in four districts at their inception. He was also a trainer of new consultants, specializing in K-12 education and transformational leadership during four summer institutes. Brandon performed multiple linear regressions and factor analyses for Dr. Douglas Reeve’s on Planning, Implementing, and Monitoring data which resulted in a recent book by Dr. Reeve’s: Finding Your Leadership Focus: What Matters Most for Student Success.

Brandon shifted from vocal and piano performance to education in California as a teacher of English, senior counselor and assistant principal. As a secondary language arts teacher in Los Angeles, Dallas, and Houston for 15 years, Dr. Doubek served as department chairperson, AP and IB English teacher, and grade-level leader for several English departments, as well as an administrator in two schools. He has written an Annenberg Grant for School Reform, the initiation of his consulting, and he is cited in Who’s Who Among American High School Teachers. However, his most prized accomplishment is the continued communication with former students and participants across the country and internationally, many of whom he has not seen in over 10 years, but who continue to write.

Dr. Doubek specializes in curriculum development, assessment alignment, systems program evaluation, language arts methods, differentiated instruction, career awareness, research methodology, vertical alignment, multicultural education, educational leadership, the arts in education, and gifted and talented education. He holds a bachelor of music degree in vocal and piano performance from Baylor University, graduate certifications from California State University, Los Angeles and the University of Southern California, a doctor of education degree in curriculum and instruction from the University of Houston. He currently resides in Los Angeles, California.


Your Name______________________________________________________

12:00______________________________________

3:00______________________________________

6:00______________________________________

9:00______________________________________


Assessment Reflection 1: How can we balance the types of assessments used to increase student learning through the use of reciprocal feedback?

5 Step Data Team Process

0) SET NORMS: I call this ground zero because it should happen before any academic meetings happen (what makes for a positive learning environment in THIS group) – all people and teams are unique, so setting boundaries at the beginning makes everyone function most efficiently. This is also the phase in which roles are established (when they will rotate, etc.). I usually take an entire meeting just to do this piece because without it, efficiency is compromised.

1) Chart Data (data from formative or summative assessments – we try to analyze both but never at the same time). Sometimes one of the biggest obstacles comes from which data to use. Data are quantitative and qualitative, so a balance of both is important. Short assessments that are created BY teachers are usually best.

2) Analyze strengths and obstacles – what is that proficient students do well, but may struggle with, and what is it that non proficient students do well, but struggle with?

[Steps 1 and 2 should happen on an individual basis before teachers meet, then are revisited with whole group data in the DT meeting]

3) Set SMART Goals – Based on the strengths and obstacles, what must we (adults do) to move students forward


Example: Percentage of Grade 4 students scoring proficient and higher in math problem solving will increase from 23% to 76% by October 30 (in 4 weeks) as measured by a teacher-created math assessment administered on October 30.

4) Select Instructional Strategies – This is the most important step and the step in which the bulk of time should be spent. This is the time when teachers talk about what they do to increase student achievement and performance. This is also the time when teachers share what they do well in terms of instruction. Your district has Thinking Maps and ALD strategies that are quite effective, and there are numerous others that I hope to work with your faculty on using. This is one of my strong suits as a coach/mentor.

5) Create results indicator – This is the final accountability statement (the commitment) – what a leader should see on a walk through at some point. Example: If teachers use flow maps in 4th grade math classes, then students will better solve multi-step word problems. Step 6 is monitoring and re-evaluating, which moves us back to step 1.

Video Evaluation

Went Well Could be better if….


Action Plan – How can you maintain or improve what is currently happening in your data teams?

What Kind of Improvement When Who is Involved


Common Core State Standards

Write (F) for Fact or (M) for Myth

__________1. States can voluntarily adopt The Common Core State Standards

__________2. Having common standards is the first step toward nationalizing education.

__________3. International benchmarking played a significant role in both sets of standards.

__________4. The Standards prepare or require students to learn Algebra in the 8th grade, as many states’ current standards do.

__________5. The Standards tell teachers how to teach.

__________6. The Standards will be implemented through No Child Left Behind (NCLB) - signifying that the federal government will be leading them.

__________7. All states will use the same (common) assessments for the Standards.

What do students need to know and be able to do to be successful in the 21st Century?


ELA Activity 1: What do you notice about the design, organization and language of the ELA standards?

ELA Activity 2: What do you notice about the learning progressions of the ELA standards? How will it impact struggling learners?


Math – Activity 3: What do you notice about the design, organization and language of the Math standards? How will the Standards of Mathematical Practice be integrated with the standards?


Action Planning


What information from today will help you as a teacher?

What other questions do you have about the presentation or what information still needs more clarity?


berkeley county schools · web viewstudents will better solve multi-step word problems. step 6 is...

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