Elkhart Public Schools

Elkhart Public Schools Elkhart, IN

Data Team Implementation Configuration Map

317 Inverness Way South Suite 150 Englewood, Colorado 80112 (800) 844-6599 www.MakingStandardsWork.com

Page 1 Introduction

Elkhart Community Schools has committed to district-wide implementation of the Data Team™ concept. Data Teams™ is a proven set of processes that, when implemented, help educators to apply data-driven decision making at the classroom practitioner level (Besser, Davis & Perry, 2006). Reeves (2002) has suggested that data teaming helps perpetuate a “data-friendly” environment and takes the struggle out of working with data by clearly and specifically identifying areas of student need; at the same time, it reduces the isolation of teachers by encouraging effective collaboration.

What is a Configuration Map?

A Configuration Map is a means of describing what an innovation (e.g., Data Teams) “looks like” when fully implemented (Hall & Hord, 2006). The following configuration map paints a series of “word pictures” of the adult behaviors and practices in Elkhart Public Schools and also describes the behaviors and practices as Data Teams™ move from the “Not Proficient” variation toward the “Exemplary” variation, the behaviors and practices described increasingly approach the more ideal practices viewed by the school district.

A configuration map is divided into the operational characteristics or key “components” of the innovation which distinguish it from other approaches. For each “component” in this Data Team™ map there are four variations (stages) in the implementation process ranging from “Exemplary” (the desired state) to “Not Proficient” (implementation has not yet begun).

What is the Purpose of a Configuration Map?

A configuration map helps everyone (e.g., teachers, principals, central office staff, etc.) involved in implementing the innovation develop a common understanding of where they are headed. Having the “end in mind” helps us focus our efforts and avoid the problem of everyone doing things differently under the name of the innovation. Additionally, a configuration map helps individuals and organizations figure out where they are and what they need to do to move toward full implementation. For example, individual teachers, Data Teams™, and school/district leadership can use the map to determine progress in implementing this innovation and decide where to target specific training that will be most effective in moving teams toward the desired state.

How will we use the Configuration Map?

Elkhart Faculty should use this document to determine what variation within each Data Team™ component predominates. Data Teams™ reflections should be as

Page 2 candid as possible when determining their level of performance; this is not a rating tool, but a tool of self-reflection that will help teams determine where they are in the implementation process. Furthermore, every Data Team™ will be at different stages in different components. We expect that many teams will be in the early stages of implementation since we have just begun to explore the concept and framework of Data Teams™. When deciding what variation (e.g., Proficient, Partially Proficient, etc.) your Data Team™ is at in a given component, please note that ALL descriptors must be satisfied to be at a particular variation. That is, if your Data Team™ does not fully match the description given within a variation, please mark the next lower variation. Remember, we have three to five years to figure this out, so take time to learn the knowledge and skills needed to implement Data Teams™ to a high level.

As a measurement tool, principals may elect to have Data Teams™ self-assess in all five components or specific components monthly. By summarizing the data they collect (e.g., the specific variations, which predominate in their school’s Data Teams™), principals can model for their staff how to use data to inform behaviors and practice. That is, the data they collect can be used to create precise plans and access sufficient resources to implement the desired expectations. For example, a school-wide professional development committee could use the IC maps to determine how well its current system aligns with the school district’s expectations. The IC maps can also be used as a rubric in connection with interviews, focus groups, or direct observation of the staff. Moreover, the monthly data will allow principals the opportunity to set goals and plan for continuing assistance and coaching for colleagues as they implement the Data Team™ expectations. When the IC maps are used to assess the current level of implementation, users will identify areas of strength and obstacles. Because the IC maps describe ideal practice, users can clarify the next steps to take in the process by examining the levels between current and ideal. They can plan appropriate interventions to help reach higher levels of implementation.

References

Besser, L., Anderson-Davis, D., & Peery, A. (2006). Data teams. Englewood, CO: Advanced Learning Press.

Hall, G. E., and Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes (2nd ed.). Boston: Allyn and Bacon.

Reeves, D. B. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco:

Page 3 Jossey-Bass.

Page 4 A. Curriculum B. Create & Mapping & Examining Administer Common Expectations Post-Assessment

Data Teams™

E. Assess Efforts C. Five-Step Data and Reflect On Team Process Teaching to Determine Next Steps

D. Teach, Assess, Teach, and Assess

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 5 A. Curriculum Mapping and Examining Expectations Component Description: Developing a yearlong curriculum map and determining what essential concepts and skills students must master as a result of your teaching.

Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient -Teacher’s collectively -Teachers recognize a -Teachers plan for and category have been examine expectations (state common curriculum that deliver instruction in successfully met. In standards or frameworks, they are responsible for isolation. There is little addition: district Power Standards, teaching, but there is little awareness of what or what “unwrapped” standards, to agreement regarding the colleagues are teaching. -Teachers function as a develop a yearlong essential content and skills -Teachers’ instructional team. They work curriculum map (i.e., to be learned and applied by areas of focus vary from collaboratively to identify intended to depict what and students. teacher to teacher. collective curriculum goals, when essential content and -Teachers use a variety of -Teachers’ are unaware of develop strategies to skills are to be taught). criteria in determining how what the school or district achieve those goals, gather -Teachers construct a content should be improvement targets are. relevant data, and learn from common pacing guide to be sequenced, which varies one another. used in the teaching of the from teacher to teacher. -Support and cooperation content during the year to -Teachers’ instructional characterize relationships give students ample time to areas of focus based more with colleagues. Teachers learn and apply skills. on favorite lessons, which take initiative in assuming -Teachers align their area of may or may not align with leadership within the Data instructional focus so as to the school’s improvement Team process. support the school and targets. district improvement targets.

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 6 B. Create and Administer Common Post-Assessment Component Description: Together, teachers agree on and create a common post-assessment and administer the assessment both BEFORE/AFTER teaching.

Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient -Teachers meet periodically - Teachers rarely meet to -Teachers never meet to category have been to create common post- create common post- create common post- successfully met. In assessments, which are assessments, which are assessments, which are addition: aligned with large-scale aligned with large-scale aligned with large-scale assessments in terms of what assessments in terms of assessments in terms of -Everyone on the Data students need to know and what students need to know what students need to know Team participates in an do. and do. and do. ongoing cycle of systematic -Teachers administer the -Teachers assess to -Teachers work in isolation gathering of data to shape common post-assessment determine which students from one another. That is, and inform instructional and before teaching, which have learned the content instructional planning, curricular practices. becomes the pre- and to what degree in order teaching, and assessment -Teachers collaboratively assessment. to assign a grade. are highly individualistic. score the assessments, -Teachers gather student -Teachers assess students analyze the results, and achievement data that at the end of a unit, chapter, discuss ways to achieve enables them to identify and quarter, etc to determine a improvements in student monitor individual and group grade. learning. goals. -Teachers administer the common post-assessment at the conclusion of the teaching time (i.e., unit, quarter, month, etc.) based on what students must know and be able to do (standards, framework).

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 7 C. Five-Step Data Team Process Component Description: Teachers collectively examine how well students are doing, relate this to how they are teaching, and then make mid-course corrections to help all students achieve high standards.

Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient -Teachers apply the Data -Teachers manage the Data -Teachers take no category have been Team process smoothly with Team process with varying discernible action toward successfully met. In minimal management degrees of efficiency. The learning about or using the addition: problems. flow of actions is often Data Team concept. -Teachers come together at disjointed, uneven and -Some staff members -Teachers explore and least monthly to examine uncertain. participate in pilot action experiment with alternative data from teacher-created -Staff members participate in projects. The sharing of combinations of Data Team assessments. the Data Team process. findings is largely informal. practices (i.e., meet twice a -Teachers analyze strengths Findings generated by this -Teachers demonstrate little month to examine together and obstacles to provide process are beginning to attachment to anything or how well students are doing, direction and focus. – influence classroom anybody. Teachers seem relate this to how they are Teachers establish goals practices. more concerned with their teaching, and then make directly related to annual own identity than a sense of improvements) to maximize school goals. shared community. student outcomes. -Teachers select common -Teachers either never or -The Data Team process is instructional strategies to rarely take time to share considered an essential improve current levels of ideas and best lessons with school practice, which achievement. their colleagues to develop enables teachers to share -Teachers determine desired and improve instruction. ideas and best practices to results indicators. develop and continuously improve instruction.

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 8 D. Teach, Assess, Teach, and Access Component Description: Teach, assess (formative—marker—use part or all of the pre/post assessment checking to see position of students in relation to proficiency of expected outcomes), teach (some more), and administer post assessment.

Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the -Teachers administer the common -Teachers occasionally -Teachers rarely proficient category have post-assessment before teaching, administer the common administer the common been successfully met. which becomes the pre-assessment. post-assessment before post-assessment before In addition: -Teachers use pre-assessment teaching. teaching. results to plan for the instructional -Teachers use assessment -Assessment results only -Teachers make certain needs of individuals and groups of results to plan for the minimally affect planning that students take an students. instructional needs of the for the instructional active, rather than -Teachers assess student class as a whole. needs of students. passive, role in the understanding of the particular -Teachers implement the -Teachers cannot agree assessment of their own standards that the grade-level or instructional strategy upon a common work. department educators are focusing selected but with varying instructional strategy -Teachers seek out on in their individual instructional degrees of fidelity. they will all implement in opportunities for programs. -Teachers use the results order to help identify professional -Teachers occasionally interrupt from the common post- best practices. development and apply instruction to use part or all of the assessment to determine this new learning in her pre/post assessment to check which students have classroom. student learning so that mid-course learned the content and to corrections can be made. what degree in order to assign a grade.

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 9 E. Assess Efforts and Reflect On Teaching to Determine Next Steps Component Description: The capacity to examine student performance data and results to understand the consequences of adult actions on student achievement in order to determine next steps.

Exemplary Proficient Progressing Not Proficient (4) (3) (2) (1) All criteria for the proficient category -Teachers routinely -Teachers occasionally -Teachers cannot agree have been successfully met. In administer the common administer a common on a common post- addition: post-assessment. post-assessment. assessment to -Teachers submit post- -Teachers tend to bring administer. -Teachers make certain that students assessment data to team post-assessment data to -Teachers have no are aware of how they are meeting leader for graphing prior the meeting with them. common ground on which the established standards and how to meeting. -Teachers are sometimes to compare assessment they can improve. -Teachers examine post- reluctant examine post- data. -Each Data Team member assessment data and assessment data and -Teachers make no effort participates in an ongoing cycle of collaboratively discuss collaboratively discuss to share student systematic gathering of data to shape what the data represent. what the data represent achievement results with and inform instructional and -Teachers use student out of fear of being others. leadership decisions. work collected, analyze compared to one another. -Teachers engage in no -The Data Team creates a data wall strengths and obstacles, -Teachers occasionally professional development that reflects both effect (student) data determine degree of use student work activities to enhance as well as cause (adult) data. improvement, and collected, analyze knowledge or skill. intervention needs. strengths and obstacles, -Teachers tend to identify -Teachers use cause and determine degree of variables that they don’t effect data to determine improvement, and control as impediments to next steps. intervention needs. learning (i.e., SES, -Begin process again with -Teachers use cause and language, etc.). Therefore the next critical effect data with varying identifying next steps is expectation based on the degrees of fidelity. problematic. pacing guide.

© 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 10 © 2005 by Center for Performance Assessment Data Teams IC Configuration Map Template All rights reserved. Copy only with permission. (800) 844-6599 Page 11