Data Analysis Protocols: An Overview A “Ground Up Approach” to Effective Data Use 1

Data Analysis Protocols: An Overview

A “Ground Up Approach” to Effective Data Use

1

Why Use Assessment Data

Quality School Review (QSR) Rubric:Indicator 1.6: The principal ensures that classroom level instruction is adjusted based on formative and summative results from aligned assessments.

Indicator 3.3: Teachers use frequent checks for understanding throughout each lesson to gauge student learning, and to inform, monitor and adjust instruction.

Indicator 3.5: Teachers demonstrate the necessary skills to use multiple measures of data, including the use of diagnostic, formative and summative assessment data, to differentiate instruction to improve student achievement.

Indicator 4.2: Teachers and school leaders collect classroom level data to verify that the adopted and aligned CCSS curriculum is the “taught” curriculum.

2

Why Use Assessment Data

Why are teachers learning this?Danielson Framework for Teaching:Domain 1e: Designing coherent instruction.Domain 1f: Designing student assessments.Domain 3d: Using assessment in instruction.Domain 4a: Reflecting on teaching. Domain 4b: Maintaining accurate records.

3

Why Use Assessment DataHere’s some supporting research:

Abbott, D. V. (2008). A functionality framework for educational organizations: Achieving accountability at scale. In E. Mandinach & M. Honey (Eds.), Data driven school improvement: Linking data and learning (pp. 257–276). New York: Teachers College Press.

Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., Mandinach, E., et al. (2005). Linking data and

learning: The Grow Network study. Journal of Education for Students Placed At Risk, 10(3), 241–267.

Halverson, R., & Thomas, C. N. (2007). The roles and practices of student services staff as data-driven

instructional leaders. In M. Mangin & S. Stoelinga (Eds.), Instructional teachers leadership roles: Using research to inform and reform (pp. 163–200). New York: Teachers College Press.

Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data

use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496–520

Liddle, K. (2000). Data-driven success: How one elementary school mined assessment data to improve instruction. American School Board Journal. Retrieved April 19, 2009, from http://www.asbj.

Mandinach, E. B., Honey, M., Light, D., Heinze, C., & Rivas, L. (2005, June). Creating an evaluation

framework for data-driven decision-making. Paper presented at the National Educational Computing Conference, Philadelphia, PA.

4

Part One: Daily Data Use

A “Ground Up Approach” to Daily Data Use

5

Source: http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Why do we so often stop here?

An Effective Data-Use Model

6

Increased Student Learning

1) Quarterly/ Benchmark Assessments should lead to…

SHORT, aligned assessments.

2) SHORT, assessments aligned to Benchmarks should lead to…

Creating aligned end-of-class DOLs.

3) Creating aligned end-of-class DOLs should lead to…

Responding to daily DOL data in

real time.4) Responding to daily DOL data in real time should lead to…

Quick, targeted remediation.

5) Quick, targeted remediation should lead to…

BETTER STUDENT OUTCOMES

Daily Data101

Backward

Planning

Getting to a Daily Data-Use Mindset

Demonstration of Learning (DOL) at the end of lesson

Dai

ly

What to do next based on your results Metric•Mastery of 80% - 99% Teacher works with a small group so they can catch up.

•Mastery of 60% - 79% Teacher uses as next-day’s Do Now (e.g. error analysis or a peer review) and does a mini-review.

•Mastery of 0% - 60% Teacher works with small groups AND puts independent Learning Activity related to the skill in the classroom for students’ in-class use.

Ignoring Data = Ignoring the Learner’s Needs

When to Intervene: A Suggestion

Part Two: Data Analysis Protocols

Frameworks for Conversations about Results

Teacher Tools

Pre-Assessment Resources

●edConnect assessments are available to preview in advance of the testing window

●Use this as an opportunity to reflect and plan strategies for preparing students

○without “teaching to the test” or, worse, teaching the actual test.

Prior to Starting a New Unit

Teacher Assessment Analysis ToolsConsider using one of the following tools to reflect on the End-of-Unit assessments to aide in unit planning. ●Option 1

○EUA Pre-Assessment Reflection Form●Option 2

○Assessment Analysis Tool

Teacher Tools

Post-Assessment Resources

Teacher Reflection Protocol

Post-EUA Administration Reflection Questions:

○What trends do you find in the data?

○To what would you attribute the results?

○What questions come to mind when you review the data?

○What recommendations would you make to improve student performance?

Some Sample Teacher DAPs

Friendly Guide for Making Sense of Data●Link●This is a basic form teachers can use to reflect on

student performance.Data Analysis Planning Form

●Link●This is another form teachers can use to reflect

on student performance.edConnect Assessment Reflection form

●Link●This form was developed for use in a school using

edConnect during 2014-2015 SY.

Student Tools

Assessment-Reflection Resources

Teach Students to Examine Their Own Data

●Before test, have students set goals [See Hattie’s “Influences on Student Achievement”]

○See this sample student survey●After test, have students complete a self-reflection:○Student Self-Reflection Form

•Sample

18

Teach Students to Examine Their Own Data

Teachers can easily collect students’ self-reflection data:●Student Feedback Form●Sample Form Results

19

Part Three: Next Steps

Monitor and Adjust

QSR Indicator 1.6

Principal as Instructional Leader

Indicator 1.6: The principal ensures that classroom level instruction is adjusted based on formative and summative results from aligned assessments.●A data management system provides teachers

with analytic tools to gain insight into how students are performing and how to design ongoing instruction.

●Students who are not mastering lesson objectives are quickly identified and provided additional instructional supports until they achieve mastery.

Ingredients Needed

●Capacity to design and implement frequent, aligned assessments (ideally on a weekly basis).

●Capacity to quickly and easily access student performance data.

●Ability to meet weekly to discuss student performance citing REAL data from assessments.

●Capacity to monitor student learning during and immediately following instruction.

Need help?

What do you do when you need assistance?Bruce HeneckerActing Director of Data, Assessment, and PlanningNew Jersey Department of Educationbruce.henecker@doe.state.nj.us

In closing...

Effective Data UseData Trend Analysis...

●is a daily practice●informs interventions●informs lesson planning●INCREASES STUDENT LEARNING

You’ll know this is happening when…●Reflection forms are completed●“Problem of practice” is addressed●Gradebook reflects student achievement