ESSENTIAL FUNCTION 2 IN PRACTICE
Dig Into the Data
Data helps educators identify trends and patterns, student strengths, and areas for further instruction. The goal of data analysis is to identify a common problem or problems the team wants to address through instructional change. GAINS promotes a process for examining all student work (regardless of proficiency level) for common understandings and misconceptions. The issues/problems/misconceptions identified should be those that when addressed through instruction advance student learning toward critical learning goals.
Data Reflections
Using your data and the T-Chart you created previously, complete the steps below.
- Identify common issues/problems/misconceptions and prioritize the list from most important to least important.
- Identify how each issue/problem/misconception is linked to a specific learning goal, target, or standard.
- Select what you consider to be the most important issue/problem/misconception and describe your rationale.
- List 3 or more possible instructional reasons that might prevent students from reaching the learning goal.
Review the Sample Data Analysis Form.
How might this form help your team?
How might you want to customize this form to better fit the needs of your team?
What Does Exemplary Implementation of Essential Function 2 Analyze Data Look Like?
Essential Function: Educators develop a process for examining and interpreting data.
- Use purposeful data analysis system to guide effective data analysis.
- Consistently use protocol for data analysis.
- Identify a common problem that is related to a learning goal.
- Reflect on how instruction has previously impacted the common problem.
- Predict a link to teacher practice.
- Organize and track the data-informed decisions made by the team in order to be available for future problem-solving discussions.
Download the Data-Based Decision Making Practice Profile.
Working through Roadblocks
Review the common roadblocks below and/or add your own. Select one roadblock and outline specific steps your team could implement to ensure the roadblock does not derail your team.
- Meetings lose focus and too much time is spent off-topic.
- Lack of a data analysis protocol.
- Mismatch between learning targets and data.
- Analysis viewed personally rather than objectively.
- Focus is on the students’ weaknesses, rather than effective teaching practices.
- Data not clearly defined.
What steps can you take to start or improve analyzing data right now? Reflect on your team’s/building’s current knowledge and implementation of this process then determine possible next steps.
