Data Analysis Protocols

As we continue to review results of ISASP along with data collected from unit assessments, common formative assessments, math and literacy assessments, etc., this is a good time to revisit some of our data analysis protocols.  In a day and age where we have access to more information and data than ever before, the most important aspect is what we do and how we act upon the data we have.  A process of analyzing data can help teams focus their efforts and actions on key ideas.  Robert Eaker and Janel Keating suggest an agenda for a grade-level teacher team looking at the results of an assessment given to all students. They suggest about five minutes for each item, with more time for two toward the end:

-   What are the “priority standards” or learning targets measured by this assessment?

-   In what areas did our students do well?

-   What instructional strategies helped our students do well?

-   What skill deficiencies do we see?

-   What patterns do we see in the mistakes, and what do they tell us?

-   Which students did not master essential standards and which need additional time and support?

-   What interventions will be provided to address unlearned skills, and how will we check for success? (20 minutes)

-   Which students mastered standards and what is our plan for extending and enriching their learning? (10 minutes)

-   Do we need to tweak or improve this assessment?

Every School, Every Team, Every Classroom: District Leadership for Growing Professional Learning Communities at Work by Robert Eaker and Janel Keating (Solution Tree, 2012)

As we began our collaborative work, many teachers were trained in the data teams protocol.  The template below helped guide teams through this process.

Southeast Polk Data Teams Template

As we expanded our structure to include teacher leadership, we revised our process to include the analysis of student work.  This added a support structure that included the instructional coach and model teachers.

SEP Analysis of Student Work Template

As teams implemented these protocols and attended the PLC Institutes, they began to revise and develop their own processes for looking at data.  This is a much encouraged practice as it meets the specific needs of each team/department/building, and contributes to teacher efficacy. It is not what protocol we use, but that we have one.

The work from the PLC Institutes reminds us that there are 2 main questions our data analysis protocols should address:

• What does this data tell us?
• What are we going to do about it?

Our data analysis protocols help us answer PLC questions 3 and 4 and remind us that the impact of gathering data is the extent to which it changes instructional practice.  The purpose of these assessments is to identify what we need to adjust so all students will meet the standards.

• What will we do when students do not learn?
• What will we do if they already know it?

If your collaborative team has a data analysis protocol that works for you and your students, keep using it!  If you have a new team, or are looking at ways to make the process more efficient and/or more effective, you may want to look at some of the protocols below to add to or replace elements in order to strengthen your process.  

These templates and more are available in the folder at the link below:

Data Analysis Protocols

If you have a protocol that you use as a team that you would like to share, please send it to me and I will add it to this folder.  We hope that these resources will continue to support your dedicated efforts to use data to improve student learning. 

ISASP Results

We have received the results from the Iowa Statewide Assessment of Student Progress that was administered for the first time last spring.  We are continuing to compile and analyze the information, but there are many celebrations in the data. Given that this is a new assessment, our point of comparison is the state average.  Each focus area examines 21 data points--Grades 3-11 in ELA and Math, and Grades 3, 5, and 10 in Science. These are some of the trends and patterns in the data.

• When looking at all students, we exceeded the state average on 19/21 data points. 
• Of these 19 data points that exceeded the state average, 9 were double digit increases!
• For students on free and reduced lunch, we exceeded the state average on 20/21 data points.
• For students on an IEP, we exceeded the state average on 13/21 data points.
• For students learning English, we exceeded the state average on 19/21 data points.
• Our African American students exceeded the state average on 18/21 data points.
• Our Hispanic students exceeded the state average on 20/21 data points.

These results are a tribute to your commitment and hard work in supporting all students in meeting grade level standards.  These efforts are very much appreciated..give your co-workers a big thank you when you see them this week! 

Many teams are digging deeper into the data to look at results on domains for each subject area.  The ISASP Blueprint will give you additional information in regards to distribution of domain questions as well as frequency of Webb's Depth of Knowledge (DOK) levels. 

As we move forward, we know we will begin to have more comparison and growth data when the test is given again this spring. The content and results of the assessment are both organized around our efforts in standards-based learning, so continuing and growing this work will continue to support teaching and learning.  In addition, below are some districtwide efforts for future work:

• Continue to provide online models for gathering assessment data and evidence of learning.
• Examine delivery models for special education.
• Review texts available and authentic learning opportunities to make sure all students are represented.
• Implement culturally responsive instructional techniques.
• Strengthen and focus MTSS structures.
• Continue professional development for meeting the needs of ALL learners.

Thank you for your continued efforts to support students at Southeast Polk.

Elementary Collaboration 11.13.19

Our elementary teachers will have the opportunity to collaborate with teacher teams across the district this Wednesday, November 13th.  The collaboration time will be from 2:30 PM-4:00 PM.  Based on your feedback from our first collaboration and district professional development in September, we will be providing support for social studies as well as authentic learning.

K-2 Classroom Teachers
Elementary Social Studies

All K-2 classroom teachers will report to the HS Multipurpose Room.  We will be working on the Inquiry Design Model to support Social Studies unit design.  Please bring a charged device and notetaking materials.


3-5 Classroom Teachers
Art Teachers
Counselors
EL Teachers
Music Teachers
PE Teachers
Reading Specialists
TAG Teachers
Teacher Librarians
Title Teachers
Authentic Learning

All teacher groups listed above will report to Clay Elementary.  You will have the opportunity to attend different sessions designed to increase understanding of Southeast Polk's vision, mission, and core values by incorporating authentic learning. These sessions will include learning opportunities around ISASP, Social Emotional Learning, STEM for All, and College and Career Readiness. Due to limited space, teams must split up and attend different sessions for both of the first two rotations.  We will have team time at the conclusion of the afternoon so you may hear the key points from each session.  If a session is full, please choose a different session to attend.  The details for the afternoon may be found here. Please bring a charged device and notetaking materials.


K-5 Special Education Teachers
Assistive Technology 

All elementary special education teachers will report to the Spring Creek Library.  We will be working on assistive technology tools to support all learners.  Please bring a charged device and notetaking materials.

We are looking forward to our afternoon of collaborative learning!