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Data Protocol

(adapted from Expeditionary Learnings Modified Results Meeting Protocol for the ELA Modules)

Materials: student data (assessment, work samples, etc.), data protocol note-catcher and/or
chart paper, markers
Purpose: This protocol guides a group through analysis of data to increase student success.
Getting Started: The facilitator reminds the group of the norms, assigns roles, and outlines
the time limits (if applicable).
Protocol Roles: Recorder (to record notes on chart paper), facilitator, time-keeper

Part One: Analyzing Student Data to Identify a Focus Standard (30 min suggested)
Analyze: Individually reflect on your student data to determine areas of strengths, weaknesses,
and trends or observations between student performance on standards. Record your individual
findings on the notecatcher. (10 min)
Discuss and record on chart paper: Where did students do well? (5 min)
Go around: Each person on team names 2-3 areas where they noticed students did well and
cites evidence from student data.
Group members ask What evidence do you have? as needed.
Recorder takes notes on chart paper.
Discuss and record on chart paper: Where did students have challenges? (5 min)
Go around: Each person on team names 2-3 areas where they noticed students had
challenges and cites evidence from student data.
Group members ask What evidence do you have? as needed.
Recorder takes notes on chart paper.
Discuss and record on chart paper: What are the trends and observations you noticed in the
data? (5 min)
Go around: Each person on team names the trends or observations they noticed.
Recorder takes notes on chart paper.
Discuss: Of the challenges identified, which standard should be prioritized? (5 min)
Open discussion: Team comes to agreement about top challenge to focus on right now.
Recorder circles selected challenge on the list on chart paper.

Part Two: Work Sort (20 min suggested)


Sort (4 min): Physically place the student assessments into 3 piles, based on the standard of
focus: met or exceeded standard of focus, is approaching meeting standard of focus, is not
approaching meeting the standard of focus.
When analyzing classroom work samples, complete this section:
Analyze (10 min): Each member of the team will now focus on one particular group of
students. In pairs or alone, analyze the student work in your pile, focusing on the following
questions.
1. What are the trending strengths in this work? (refer to specific skills)
2. What are the trending areas of weakness in this work?
Share (6 min): Each group will have 2 minutes to share their notes about their pile of student
work, focusing on their suggestions for re-teaching and re-assessment.

Part Three: Action Planning (10 min suggested)


Reflection (4 min): What is the most high-leverage move that you can make with this group of
students to move the needle on their achievement, as it relates to the standard of focus?
Silent think/write time: Each person silently assesses which solutions are doable/effective.
Each person on team has 30 seconds to share their reflections.
Consensus and Delegation (6 min): Which actions will teachers on our team take?
Based on the reflections shared, team discusses and comes to an agreement on the plan and
dates for re-teaching and re-assessing the focus standard to each group of students.
Recorder writes agreed upon actions chosen on the chart paper.

Data Protocol Notecatcher


Teacher Name(s):

Subject & Unit/Section/Topic:

Assessment/Assignment:

Number of Students:

Part One: Analyzing Student Data to Identify Standard of Focus (30 min suggested)
Trends and Observations
Strengths
Obstacles
(What are the trends and
(Where did students do
(Where did students have
observations you noticed in
well?)
challenges?)
the data?)

Part Two: Work Sort Organizing Students into Smaller Standards-Based


Learning Groups (20 min suggested)
List the Standard:

Met or Exceeded
Standard of Focus

Is Approaching Meeting
Standard of Focus

Is Not Approaching Meeting


Standard of Focus

When analyzing work samples, complete this section:


Analyze student work by groups listed above (trends in strengths and weaknesses by group)

Part Three: Action Planning (10 min suggested)


List your next steps (include a suggested timeline):
Teaching and learning strategies that can be implemented immediately
Collecting student data (assessment, work samples, etc.)
Discuss check-in date(s)

Ongoing Reflection
How will we know if we are really implementing the strategy/lesson we decided on?
How will we know if its working?

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