Data Analysis Model and Process: Guiding Questions

Frame the Question Organize for Dialogue Collect the Data Analyze the Data Interpret the Data Select Actions Monitor Results
• What do we want to • Who should be involved • What data sources will • How will data need to • What do the data tell you? • What actions will need • How will you monitor the
know? to answer the be needed? be aggregated and • What learning needs are to be taken to address effectiveness of your action?
• What are we attempting questions? • Do we need any disaggregated? evident? the identified learning • Are we all committed to
to measure, monitor? • Does everyone know resources to learn more • How will I analyze • What question(s) seem needs? helping students meet their
• What questions are we what the strategies look about the data analysis strengths and most difficult for students? • Establish goals: set, learning goal?
asking of the data? like in action? strategies? obstacles? • Which concepts require review, and revise • What obstacles stand in the
• What are we hoping to • How do I create a • What data measure the • How will I prioritize? focused and direct • Is our goal a SMART way of reaching our student
learn about our own culture for data skills or concepts that • Do any responses stand instruction? (Specific, Measurable, learning goals?
practices as a result of conversations that are we need to monitor? out? • What is a sample of an Achievable, Relevant, • What does the research say
this data analysis? focused on inquiry? • Is the source reliable? • Which questions had a ideal/proficient response? and Timely) goal? about the effectiveness of the
• Why is this important? • What is the process for • Where can I get more high number of correct • Do we know what we • Specific: students, group, strategies we have chosen?
• What are the primary building learning teams information? responses? consider proficient? content area, objectives • How will we know students are
concerns about my that use data to make • What are some things • Do we agree on what and student learning as a result of our
current instructional decisions? we have not explored? proficiency looks like? expectations actions?
program? • What are the different • What questions about • What exactly will tell us if • Measurable: Can it be • What should we see students
• How will information types of data student thinking and proficiency has been measured with an applying after 5 days of
obtained from this data conversations? understanding will we achieved? assessment? instruction, 10, and 20?
analysis study help to • What are the steps of address by examining • Have we defined proficiency • Achievable: Is our goal • How will we monitor progress
improve my overall the data analysis our student data? for a given skill/concept within our reach? and rigor?
instructional program? process? • What skills, knowledge, process? • Relevant: Are these • What will directly link learning
• What areas • What are tools I can use and concepts do • What inferences and concepts and skills with specific strategies?
(instructional, with teachers as they students have mastery explanations can we draw aligned with the TEKS? • How will we confirm that the
curricular) need engage in data of as evidenced by the from these data sets? • Timely: Can the progress entire team has implemented
improvement? conversations? data? Which have they • What tentative conclusions be measured frequently the strategies that were
• How do I facilitate data not mastered? might we draw? and teachers see results collaboratively and collectively
conversations? • Are the observations • What important points immediately? agreed upon?
• How do I provide and inferences that seem to stand out? • What additional data • What overall application
structures for teachers surfaced during the • What are some patterns or might we explore to behaviors will we be able to
to use data to make analysis of the student trends that are emerging? verify our explanations? see/note if the desired
instructional decisions? data validated by • What do you notice about • What will each of us do learning is occurring as a result
multiple data points subgroup performance? to increase the level of of our focused actions?
and sources? • What hunches do you have student proficiency? • When will we assess student
• What additional insights to explain the • What else do I need to learning?
can we gain about performance? know? • What needs for school
student thinking and • How strong is the evidence improvement might arise from
understanding from the overall? these data?
data? • What do the numbers • What new insights do you have
mean? about the student learning
• What are some contributing problem?
factors to the lack of • How will I know if the
student understanding? instructional program is
working at top efficiency and
effectiveness?

Data Coaching Services Page 1 of 1 Last updated January 25, 2012