Individual Data Analysis Recording Sheet

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES Getting Started (5 min)
The facilitator will begin the meeting by assigning roles, distributing the Individual Data Analysis Recording Sheet, and providing a context for todays data analysis meeting (content area, assessment, etc.). As you work through the data analysis protocol, it is important to highlight the areas of concern in our student performance AS WELL AS areas of strength! We can learn a lot from what our students do well, so please dont overlook this!

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

Predict (in writing) what you expect to see when you analyze the data. 1.) With what assumptions are we entering? 2.) What are some predictions we are making? 3.) What are some questions we are asking?

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

Record your observations on this assessment data. What facts do you notice? Global Analysis big picture 1.) How well did the class do as a whole? 2.) What are the strengths and weaknesses in the standards? 3.) How did the class do on old vs. new standards? Are they forgetting old material? 4.) How were the results in the different question types (mc vs. reading vs. writing)? 5.) Who are the strong/weak students? 6.) Are there any patterns or trends? Squint Analysis more focused 1.) Bombed questionsdid students all choose same wrong answer? 2.) Compare similar standards: Do results in one influence the other? 3.) Break down each standard: Did they do similarly on every question or were some questions harder? 4.) Sort data by students scores: Are there questions that separate proficient /non-proficient students? 5.) Look horizontally by student: Are there any anomalies occurring with certain students?

*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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Individual Data Analysis Recording Sheet

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES

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

Determine why you believe students performed the way they did. 1.) Make inferences 2.) Draw conclusions 3.) Generate explanations 4.) Ask additional questions 5.) Identify data needed to verify conclusions, explanations, etc.

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

Brainstorm some next best steps to address the data points and their root causes. 1.) Whats working, whats not, and whats missing? 2.) Which practices are best for improving academic achievement? 3.) Which data points are within our control? 4.) Which areas need the most attention? (instructional practices, curriculum alignment, lesson/unit organization, etc)

NOTE: When ready to draft your action plan, please use the attached template.

*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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Individual Data Analysis Recording Sheet

Developed by Carol Bush Network Team Specialist Orleans/Niagara BOCES

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

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.

Some extra room to write

*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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