Recommendations for Data Meetings

• April 9, 2012, 5:32 p.m.

1. Keep focused on the learning (not the teaching, the lack of parental involvement, the student’s other problems, etc.).

1. Discuss student expectations in terms of the grade level standards
2. Discuss prerequisite skills for accessing grade level standards
3. Discuss how to assess qualitatively and qualitatively
4. Discuss specific strategies for learning the grade level standards-What works?

2. Have a strategy wall posted with the following:

1. Components of effective instruction
   1. Reading: Comprehension, Vocabulary, Fluency, Phonics, Phonemic Awareness
   2. Writing: Craft and mechanics
   3. Math: Conceptual fluency, Fact Knowledge, Computational Fluency, Problem Solving Skills
2. 10 strategies effective teachers use (Marzano)
   1. Students identify similarities and differences by comparing, classifying, identifying metaphors and analogies.
   2. Students summarize (oral and written) and take notes.
   3. Teachers reinforce effort and provide recognition.
   4. Teachers give homework and practice that is respectful of the student’s readiness level. This should involve practice and elaboration and provide just enough intellectual challenge so that the learner can be successful without scaffolding.
   5. Students and teachers create nonlinguistic representations.
   6. Students work in cooperative groups that require higher order thinking skills.
   7. Teachers and students establish instructional goals and provide frequent feedback on progress toward the goals.
   8. Students generate and test hypotheses.
   9. Teachers provide students with advanced organizers, cues, and questions to activate prior knowledge and focus learning.
   10. Students play learning games that require strategy and skills related to the curriculum objectives.

3. Create a flow map of critical learning objectives that most students (at each grade level) are mastering at different points of the year. Use this flow map to discuss the progress of Tier 2 and 3 students and keep the focus on next steps for student progress.

4. Take pictures of strategies and ideas being implemented in class. Post to strategy wall and/or share on Edmodo (or other discussion boards).

5. Have teachers bring exemplars of student work. Discuss what the work shows the students know/still need to know. Create Plus/Delta charts.

6. Instructional leaders should facilitate the discussion rather than direct the discussion. The facilitator should pose questions and synthesize discussion.

7. Be accepting and neutral.

8. Do not interrupt unless clarification is needed. Sometimes, we may go off on tangents and need redirection. Have PLC goals for the meeting written and posted so that the discussion stays focused.

9. Use imperatives whenever possible. For example, “Let’s talk about ways a learner might struggle with this concept and what we can do to scaffold the learner to success” rather than “Who knows a strategy for comprehension?”

10. Avoid being the “authority.” Work with the staff to identify information needed (theory, practice, or resources).

Do the professionals attending the data meetings leave feeling respected, empowered, and ready to facilitate learning?

Does the professional learner feel like he/she has constructed meaning that will help students be more successful in achieving the learning expectations?

Remember: focus on the learning, not the teaching. If student engagement is high and focused on higher levels of thinking (application and up on Bloom’s), the results will show as gains in student achievement.

Data meetings shouldn’t be what take us away from doing what we need to do. The professional gatherings should be what we need to do!

Happy teaching,
Kelly Harmon