Part A

Module 2 Assignment Organizer

Data Analysis and Student Learning Goal Summary

I. Describe the data sets used for this analysis. Include dates of administration, grade level,

content area, and subgroups included in your analysis.

II. Analysis summary (be as specific and thorough as possible. It’s likely you’ll have 3 – 5 items for

each element in this part of your summary)

III. Problem identification: Key problems evident in the data (disparities/gaps among student

groups or students. Address race/ethnicity, special needs, FaRMS, gender if disparities exist.

List all problems knowing that you’re only going to select one for your school improvement plan.

IV. Potential root causes - list all potential causes; categorize by school practices, teacher practices,

student factors (it’s likely that you’ll have multiple root causes in each category).

V. State the problem you plan to address. It’s likely that your problem will describe an

opportunity gap between subgroups (i.e., African American students, FARMS, Hispanic, ELL

students, special needs students, gender, etc.)

VI. Evidence-based recommendations to address the problem. Recommendations should be related

to your root causes. If the recommendation is implemented, there’s a good chance that the

problem will be reduced or eliminated. You’ll want to list multiple recommendations so that

you can prioritize and ultimately select those that will have the greatest impact on your

problem.

School Improvement Planning Project: Part A Data Analysis and Summary Assignment Instructions:

NELP 1.2, 4.1, 4.2, 4.3, 4.4, 5.2, 5.3, PSEL 3g, 4c, 4e, 4g, 8b, 8c, 8d, 8e, 8h, 8i, 8j, 10a – j, PILS C2, C3, Cy6 Overarching Question: How do the vision and the mission drive school improvement efforts? Overview: Candidates will complete the School Improvement Planning Project, in which they will collaboratively engage in data-driven decision-making and formulate a strategic action plan to improve student learning. Throughout this process, the candidate and team will focus on the connection and alignment between their strategic planning and the school’s vision and mission. The candidate will analyze student achievement data, determine root causes, set appropriate performance goals, identify evidence-based strategic actions to support those goals, and develop progress-monitoring strategies. In addition, they will demonstrate how, as a leader, they will communicate the plan, engage all stakeholders in the process, and set a course of action that will provide a learning environment that promotes academic achievement for all students. This assessment will be completed in two parts: one in module 2, the other in module 3. Part A: Data Analysis and Summary (Module 2) Using the Protocol for Examining Data.NSF.docx (attached). Candidates will write a data analysis summary based on state assessment data and one local data source for a cohort group of students at their school. Data should be limited to one content area (e.g., mathematics, reading, science). Candidates will access, organize, and represent the data to facilitate their analysis. The summary should follow all 5 steps outlined in the protocol. In addition to the data summary, candidates will submit a 2-page annotated resource listing at least 3 potential evidence-based instructional strategies or initiatives that, if applied, will begin to address their problem. If your problem statement focuses on underserved student population(s), make sure your evidence-based strategies are specific to their needs. The group activity assigned to this module may provide potential resources. Use the Data Analysis and Student Learning Goal Summary Template to capture a detailed summary of your analysis. The annotated evidence-based resource list will be submitted as a separate Word document.

Protocol for Examining Data Developed from National School Reform Faculty Materials

Purpose: This protocol is for use in guiding a group through analysis of data to identify strengths and opportunities for improvement.

Getting Started - Overview of Data (3 minutes)

The facilitator reminds the group of the norms, assigns roles (recorder, time keeper) and explains protocol. The facilitator gives a brief description of the particular data to be discussed and answers clarifying questions as necessary.

Step 1: What parts of this data catch your attention?

(8 minutes: 2 minutes silently writing individual observations, 6 minutes discussing as a group) The facilitator reminds the group that this phase is to just state what they see without reaching conclusions or making recommendations.

After three minutes of looking through the data, the facilitator has the group share their observations by going around the group. Just the facts.

Step 2: What do the data tell us? What do the data NOT tell us? (10 minutes: 3 minutes silently making notes, 7 minutes discussing as a group)

The facilitator tells the group that this step is to look beyond the obvious for relationships, cause/effect and to make inferences related to student learning.

After three minutes of making notes, the facilitator has the group share their ideas by going around the group. The facilitator encourages team members to support their statements with evidence from the data.

Step 3: What good news is there to celebrate? (5 minutes to identify strengths)

The facilitator tells the group to look for indications of success in the data. The facilitator asks for the “good news” by going around the group.

Step 4: What are the problems of practice suggested by the data? (10 minutes: 3 minutes silently writing individual ideas for practice, 7 minutes for group discussion)

The facilitator tells that group that this step is designed to help the group identify connections between what is missing, what needs to change and what is working.

After three minutes of making notes, the facilitator leads the group in the discussion of that this data implies for their classroom practice. Are the problems of practice the same for all teachers? The facilitator helps the group narrow the focus of the problems of practice.

Step 5: What are our key conclusions? What recommendations does the team have for addressing the problems of practice? This is the action phase of the data analysis. The facilitator asks teachers to suggest ways that the problems of practice can be addressed. The group will design an action plan for next steps that might outline changes in instructional practice, analysis of materials used or require a deeper understanding of the learning targets and standards. The recorder will record this action for next steps in the minutes.