7. Analyze

"Get in the habit of analysis - analysis will in time enable synthesis to become your habit of mind."
                                                                      Frank Lloyd Wright

And an important caution:
"There is a syndrome in sports called 'paralysis by analysis."
                                                          Arthur Ashe



Analyze
To teach well an educator acts individually and with colleagues to draw and model appropriate, actionable analysis and conclusions from a thorough analysis of a wide range of assessment data to improve short- and long- term instruction decisions. It is advantageous to collect valuable information prior to the school year, at the start of theyear, and throughout the teaching/learning year to inform student service and instructional choices. Taking the time to think about the questions to ask and information to collect is essential with regard to teaching children well. This form provides a guide to early year teacher, family, and student assessment data. 

Reflection Questions:
  • How do you and your colleagues systematically analyze data to best inform effective instruction?
  • Does the data you use represent a wide range of information, and does that range provide a holistic, helpful student(s) profile?
  • How do you specifically use data to improve short- and long-term instruction?
  • In what ways do you share data and analysis with families and students to promote optimal instruction choices and student service?

Practice
Work with colleagues and leaders to establish time for professional learning communities (PLCs), response to intervention (RTI), and systems for formative and summative assessment. Utilize these systems with detail to analyze data and use that data to inform instruction and serve students well.  Create data collection documents such as Google spreadsheets to collect multiple data points to lead instruction and greater personalization. Take time at the start of the year to query families, teachers from the past, and students to understand students' needs with a comprehensive view, and respond to those needs in the early days of the school year by establishing responsive systems, routines, tools, materials, and learning experiences. 


Element 1C1: Analysis and Conclusions

Key Points

Question

Effective Efforts


Implications for Your Practice

Results

Individually and with colleagues draws, models appropriate, actionable analysis.

How do you and your colleagues systematically analyze data to best inform effective instruction?

  • Determine a schedule and process for effective data analysis.

  • Analyze the process regularly to make sure it’s working with regard to informing successful strategies for student learning.



Wide range of assessment data.

Does the data you use represent a wide range, and does that range provide a holistic, helpful student(s) profile?


  • Institute a range of data assessments that work to provide a holistic profile of student performance challenge and success.

  • Prioritize student learning goals, and make sure you measure the most important goals, not just goals that are easy, common, or popular to measure.



Improve short- and long- term instruction.

How do you specifically use data to improve short- and long-term instruction?

  • Determine systematic ways for using data to inform instruction.

  • Chart your efforts in this regard so you can analyze the success of the process as well.




Current Standard Grade Level Measurements and Analysis

Measurement/Focus

Month

Analysis Process

Student, Parent, Teacher Start-of-School Surveys

September

  • Analyze and synthesize data to plan an optimal program for student service and instruction.

MCAS

Results reported to educators to inform instruction.

  • Create spreadsheet for data.

  • Analyze each student’s results and make notes about teaching points for the year to come.

  • Plan family conferences for a date after the results are published for all to see.

GRADE/Reading

September, January

  • Study score report online.

  • Students following below expected grade level receive extra targeted support in the classroom and via RTI efforts.

GMADE/Math

September or October

  • Study score report online.

  • Students below expected grade level receive some extra targeted support in the classroom and via RTI efforts.

DIBELS/Reading Fluency and Accuracy

September, January, May

  • Study Reports.

  • Alter classroom efforts in response to data.

  • Offer extra support to students falling below expectations via RTI.

DIBELS Progress Monitoring

Reading Fluency and Accuracy

Ongoing for students who score below benchmark.

  • Strategize and alter small group and individualized instruction reach optimal goals.

  • Troubleshoot with PLC related to this effort.

DAZE Progress Monitoring

Reading Comprehension

Ongoing for students who score below benchmark.

  • Strategize and alter small group and individualized instruction reach optimal goals.

  • Troubleshoot with PLC related to this effort.

Read Naturally

Cold Read, Warm Read

Reading Fluency

Ongoing with students who fall below the benchmark.

  • Strategize and alter small group and individualized instruction reach optimal goals.

  • Troubleshoot with PLC related to this effort.

MCAS Practice Tests

Reading/Writing/ Math

All students prior to MCAS

spring

  • Study results.

  • Add instruction to benefit collective class efforts in preparation for these tests.

MCAS Math, ELA

All students

spring

  • Use scores to determine who needs to be tested and assessed with greater scrutiny (generally students falling below benchmark).

  • Analyze specific, collective aspects of the tests to determine instructional effectiveness, need for change.


That Quiz Fact Fluency Tests

All students, ongoing

  • Determine growth with fact speed and accuracy.

  • Identify those who need greater coaching, varied strategies for learning gain.

Xtra Math

All students, ongoing

  • Determine growth with fact speed and accuracy.

  • Identify those who need greater coaching, varied strategies.

Unit specific pre-, post- and formative assessments.

Related to each unit of study for all students.

  • Determine student need prior to unit teaching.

  • Determine specific strategies and needs for all students and individuals via formative assessments.

  • Determine overall unit strength and instructional effectiveness with well designed summative assessments.


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