Data Analysis Protocol

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES

Getting Started (5 min)

1.) Assign roles for the meeting. (1 min) a. Facilitator Ensures that everyone participates and provides guiding questions to move meeting in the right direction. b. Time Keeper Keeps the meeting moving and provides 1 minute warnings. c. Recorder Records minutes for the meeting on the Team Record Sheet. 2.) Begin the meeting by handing out a copy of the Individual Data Analysis Recording Sheet. Remind teachers that they can follow along with the discussion using this document. Encourage them to record their observations and interpretations about the data while we work. (2 min) 3.) Briefly state what the focus is for today. Which content area? Which assessment (unit tests, Common interim assessments, etc.)? Why is the assessment an appropriate choice for data analysis? (2 min)

Step #1: Anticipate the analysis results! (5 min)

1.) Ask teachers to predict (in writing) what they expect to see when they analyze the data. This allows you to address past experiences and preconceived ideas or assumptions. Consider the following questions when predicting the data. (2min) a. With what assumptions are we entering? b. What are some predictions we are making? c. What are some questions we are asking? 2.) Ask teachers to share their reasoning with the rest of the group. Why are they expecting to see these particular results? (3 min)

Step #2: Observe the data! (15 minutes)

1.) Remind teachers that observing the data, requires them to state what they see without drawing conclusions or making recommendations. Observing the data is stating the facts! Ask teachers to record any facts they learn from the data on their recording sheet. Global Analysis big picture (5 min) a. How well did the class do as a whole? b. What are the strengths and weaknesses in the standards: where do we need to work the most? c. How did the class do on old vs. new standards? Are they forgetting or improving on old material? d. How were the results in the different question types (multiple choice vs. openended, reading vs. writing)? e. Who are the strong/weak students? f. Are there any patterns or trends? -Squint Analysis more focused (5 min) a. Bombed questionsdid students all choose same wrong answer? b. Compare similar standards: Do results in one influence the other?
*This protocol is modeled after the protocol supported by the Oregon Department of Education. It is based on information from Driven by Data, by Paul Bambrick Santoyo as well as data analysis resources from McRel.
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Data Analysis Protocol

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES
c. Break down each standard: Did they do similarly on every question or were some questions harder? d. Sort data by students scores: Are there questions that separate proficient /nonproficient students? e. Look horizontally by student: Are there any anomalies occurring with certain students? 2.) Ask teachers to share their observations with one another and create a summary of the data points in writing. The facilitator should record this information on large chart paper/ whiteboard while the recorder records the information on the Team Record Sheet. (5 min)

Step #3: Identify the root cause! (15 min)

1.) Briefly review the data points generated in step #4. Remind teachers that identifying the root cause requires them to interpret the data. They must begin to make inferences, draw conclusions, identify relationships, and determine a reason for students performing the way they did. WHY is the data saying what its saying? 2.) Inform teachers that one of the easiest ways to identify a root cause is to ask WHY until you cant ask it anymore usually about 3 times. By continuously asking WHY, it encourages you to think more deeply about the question and come closer to identifying a root cause. 3.) Allow teachers 5-7 minutes to write silently. They should be independently exploring the possible root causes for the data results. by asking why? a. Make inferences b. Draw conclusions c. Generate explanations d. Ask additional questions e. Identify data needed to verify conclusions, explanations, etc. 4.) Ask teachers to share their interpretations and possible root causes with one another and develop a master list. The facilitator should record this information on large chart paper/ whiteboard while the recorder records the information on the Team Record Sheet. (8-10 min)

Step #4: Create an action plan! (15 min)

1.) Remind teachers that data is likely to show a variety of data points. It may not be feasible to address all of those data points in one action plan. Teachers should use professional judgment when determining which areas to address in their action plans. 2.) Allow teachers 5-7 minutes to write silently. They should be independently exploring the next best steps for improving student success. a. Whats working, whats not, and whats missing? b. Which practices are best for improving academic achievement? c. Which data points are within our control? d. Which areas need the most attention? (instructional practices, curriculum alignment, lesson/unit organization, etc) 3.) After brainstorming the next best steps, teachers should share their ideas and determine if theyd like to draft a collaborative action plan or individual plans. (1 min)
*This protocol is modeled after the protocol supported by the Oregon Department of Education. It is based on information from Driven by Data, by Paul Bambrick Santoyo as well as data analysis resources from McRel.
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Data Analysis Protocol

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES
4.) Ask teachers to draft a skeleton of their action plan. It must be in writing and should include the following elements: data point/root cause, audience, delivery, modifications, and assessment. There is a formal template teachers can use to draft their action plans if theyd like. (8-10 min)

Step #5: Reflect on our discoveries! (5 min)

1.) The facilitator revisits the first 4 steps of the data analysis protocol summarizing what was discovered, discussed and decided on throughout the meeting. This brings the meeting to a close. a. Restate the type of data that was focused on during the meeting and what we expected to find from it. b. Identify what the data actually showed and some of the reasons we believe it showed this. c. Summarize the action plan(s) the team came up with and allow teachers the rest of the afternoon to finalize their thoughts and submit their plans to the building principal.

*This protocol is modeled after the protocol supported by the Oregon Department of Education. It is based on information from Driven by Data, by Paul Bambrick Santoyo as well as data analysis resources from McRel.
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