Data Analysis
• “The focus on data, I would say, is the driving force
behind education reform. No longer can we guess. We
need to challenge ourselves everyday to see what the
data mean.”
Secretary of Education, Arne Duncan, 2010
“What do the data say?”
Data Comprehension
Skills
Data can be used to:
• Identify strengths and weaknesses in the curriculum
• Identify content not mastered by students
• Support determination of student needs
• Allocate resources within a school
• Determine professional learning needs
• Inform instruction
Use of data
• Students’ scores fluctuate
• Multiple measures are advised
Cautions
• In designated groups, determine the “data” based on the
card you are given and find a way to physically organize
yourselves to display the data.
Need to organize data
• With a partner, use the data analysis worksheet in your
packet and the accompanying reports to record the
required information and then discuss it.
Data Practice
• After reviewing your data, you and/or your team could
use the Learning Teams Protocol to meet the identified
student learning needs
Now What?
• Step 1: Write a SMART goal based on the student need.
Example: By the end of the semester, all students will
demonstrate growth in narrative writing, as measured by a
writing rubric with pre-unit and post-unit writing samples.
Learning Teams Protocol
• Step 2: Brainstorm an instructional focus. What method
or approach can you utilize to address the need?
• Step 3: Develop a detailed instructional lesson or unit
plan
• Step 4: Calendar the delivery of the lesson
• Step 5: Debrief: Analyze student work and determine
next steps
Learning Teams Protocol
• Tuning Protocol
• Conversation Protocol
Other Protocols
Tuning Protocol
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1. Teacher presents student work and context for work
2. Group asks clarifying questions
3. Group examines students work samples
4. Participants reflect on student work
5. Group shares feedback
6. Presenter reflects on feedback
7. Debrief
COACHING PROTOCOL
• 1. Presentation. A participant presents a problem.
• 2. Clarifying questions. Other group members get needed information.
• 3. Check-in. Presenter responds to: “Quickly, are we hearing you
correctly? If not, what would you change/add?”
• 4. Interpretive listening/reflecting back. Group members, in turn, finish
the sentence: “What I think is going on in this problem is . . . .”
• 5. Check-in again. Presenter responds to: "How does our thinking
sound to you? Does it make sense?"
• 7. Probing questions. Group members pose questions designed to help
the presenter think more deeply about the problem.
• 8. Response. Presenter reacts to the questions, not necessarily
answering them. “Has your thinking changed about the problem?
What are your current thoughts on the issue?”
• 9. Suggestions. If presenter agrees that suggestions are desired, group
members may offer some suggestions.
• 10. Response. Presenter responds with thoughts about next steps.
Analyze student work regularly.
Informal Assessments
• http://www.youtube.com/watch?v=BiTIxt3CjQg
Classroom data
• Keep data organized and handy!
Tip: Data Notebooks
• Share with your neighbor your method for keeping
student data organized.
Other tips?
Popcorn out your tips