Create Data Team to Help Guide Plcs

CHECKPOINT #4a:

Create Data Team to Help Guide PLCs

Overview

Alone, the Data Team is instrumental to ensuring quality and knowledge management around Achievement and Value-Added Data. However, in collaboration with the Formative Instructional Practices (FIP) Team and District Administrative Leadership Team, the Data Team is also responsible for the integration and implement of the Balanced Assessment System within and across the District, Building, and Teacher-Level.

The Data Team’s first focus should be to themselves review both Achievement and Value-Added data at the District, Building, and Teacher-Level prior to sharing and guiding with the Professional Learning Communities (PLCs) at the Building and Teacher-Level. Reason being, the Data Team needs to have personal awareness of the possible issues they might face at the District, Building, and Teacher-Level.

Once the Data Team has a clear grasp of Achievement and Value-Added Data information, they then should share this information with the Formative Instructional Practices (FIP) Team to align with possible Formative Instructional Practices goals with respect to Curriculum, Assessment, Instruction, and Leadership. Data Teams should use the BFK Focus On My High School Guide as a resource to conduct such conversations. Without conducting conversations with the Formative Instructional Practices (FIP) Team, the true implementation and integration of the Balanced Assessment System across and within the District, Building, and Teacher-Level is likely not to succeed. So, it is essential these two teams collaborate effectively and efficiently with guidance from the District Administrative Leadership Team as they roll out the Balanced Assessment System with Professional Learning Communities (PLCs) at the Building and Teacher-Level.

In preparation to review Achievement and Value-Added Data within and outside the Data Team, the Data Team should access the Value-Added online courses provided by Battelle for Kids. The Value-Added courses provide an outline of areas to review Professional Learning Communities (PLCs) at the Building and Teacher-Level and then assigned as appropriate. This process is monitored by the Data Team with guidance from the District Administrative Leadership Team to ensure efficient and effective roll out of the Balanced Assessment System. As part of guiding Professional Learning Communities (PLCs) at the Building and Teacher-Level around Value-Added data, the Data Team should also review and implement the LINK process yearly with Professional Learning Communities (PLCs) at the Building and Teacher-Level while discussing the importance of teacher attribution when creating value-added reports at the teacher level.

Resources

• Hard copies to be provided at training(s)

• Make productive use of building-level achievement and value-added results (mirror with Building and Teacher-Level Professional Learning Communities

• When creating Data Team to help guide PLCs

• Refer to appropriate OVAHS BAS: Implementation Guide Supplemental Materials

• Review key component areas of Formative Instructional Practices/Balanced Assessment System with FIP Team and Building and Teacher-Level PLCs

• When reviewing Formative Instructional Practices with Formative Instructional Practices (FIP) Team and Building and Teacher-Level PLCs