EngageNY.org

Module Assessments and Data Cycles

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Good Morning!

Please Mix It Up…

Sit with principals, teachers, and coaches from different districts

and schools.

Intros and Norms

• Please Introduce Yourselves Review the Norms for Collaboration Share:

• Your name• Your role• One piece of evidence of our norms at work yesterday in

one of your sessions

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Learning Target

• I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.

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Data Inquiry Teams

• Please Review: Connect Extend Challenge (1 min)

• Read Central Beliefs about Data Inquiry Teams (10 min)

• Discuss in groups of FOUR using Connect Extend, Challenge (10 min)

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Why this session…

• Module assessments offer a wealth of information – we want to offer several ways of analyzing them to glean as much information as possible.

• This protocol provides a big picture perspective: an opportunity to analyze class-level, grade-level, multiple grade-levels, or school-level trends.

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Why this Session…

• Looking at data this way gives educators an opportunity to calibrate their assessment practices with one another.

Most importantly:

• What data are we getting—or can we get—from these module assessments?

What role can these assessments play within our larger assessment framework?

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Looking at Data from Student Work Protocol

60 minutes

•Materials: Data results spreadsheets, rubrics, recording form, student work, action plan template

•The goal of the results meeting is to analyze with your data inquiry team (co-teaching team, grade level or department team) the results on the most recent assessment and determine an action plan that meets the needs of students in your grade/department.

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Step 1: Choose roles (2 min)

Facilitator – makes sure the group follows each step of the protocol and guides the process

Process Checker – supports the facilitator; might use language like, “Let’s do a quick process check” if the group seems to be off track.

Timekeeper – sets a timer for each step of the protocol and transitions the group when time is up. Alerts the group when they have 1-2 minutes left per step.

 

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Step 2: Analysis•Individually read the spreadsheet and reference the rubric to determine strengths and weaknesses of student performance. (10 min)

Step 3. Description (5 min)•The facilitator asks: “What do you see?”•During this period, the group shares as much information as possible from the data.•Group members describe what they see in data, avoiding judgments or interpretations. It is helpful to identify where the observation is being made, e.g., “On page one in the second column, third row . . .”•The recorder captures the observations in the recording form in the “Observations” section.

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Step 4. Identifying Challenges (5 min)

•Go around: each person on team names the top 2-3 areas they noticed where students had challenges.

•Group members ask, “What evidence do you have?” as needed

 

Step 5. Looking at Student work (15 min)

•Participants look at student work with the challenges identified in mind.

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Step 6. Discussion (5 min)

•Of the challenges identified, which should be prioritized?

•Team comes to agreement about top two challenges to focus on right now.

•Recorder circles two selected challenges on the list on the recording form.

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Step 7. Brainstorm: (5 min)

•Go around: Each team member shares an idea or proposal for addressing the challenges evidenced in the student work.

•If you don’t have an idea, say, “Pass.”

•Make no judgements. If you like an idea, when it’s your turn, simply say, “I would like to add onto that idea by…”

•Continue going back and forth, about 30 seconds at a time, to suggest new ideas /proposals. Use the full 5 minutes.

•Recorder records suggestions on left side of the chart paper under the heading “Possible Solutions”.

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Step 8. Come to consensus around the best actions to take. (5 min)

One person proposes an action with the rationale for what makes it effective.

Other group members weigh in by showing a thumbs-up for agreement, thumbs-down for disagreement, or a thumb in the middle if unsure. For any responses other than thumbs-up, briefly discuss reasons for diverse ideas, clarify the specific action, and weigh in again with thumbs. 

Step 9. Complete the action plan template. Use copies of the module materials for Grade 5, Module 3 to create your action plan for re-teaching. (8 min)

 

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Learning Target

• I can analyze student assessment data using the ELA module performance assessments and a collaborative analysis protocol.

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