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Data Analysis For Continuous School Improvement - Process Protocol
Data Analysis For Continuous School Improvement - Process Protocol
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References 17
Overview of the Continuous School Improvement and Data Analysis Process
Where Are We Now? Knowing where a school is now is the part of planning for continuous school improvement that
requires a comprehensive and honest look at all the schools data - not just student learning results. Looking at multiple
measures of data can help staff answer the four sub-questions of Where are we now? (Bernhardt, 2013, p. 15)
Four Sub-questions
of Where are We Types of Data Purpose & Inventory of Data to Gather, Analyze, and Use
Now?
Demographics Demographic data set the context for school, describe those
District who are teaching and learning in the school, and help us
Who are we? Schools understand all other numbers (Bernhardt, 2013, p. 28). See
Students and Staff Demographic Data Inventory (Appendix B1, page 205).
Community
School Processes School processes data are important because they tell us
Programs about the way we work, about how we get the results we are
What are our Instructional getting, set us up to know what is working and what is not
Organizational working (Bernhardt, 2013, p. 80).
processes?
Administrative
See School Processes Data Inventory (Appendix B4, p. 214)
Continuous School
Improvement
and Measuring a Program or Process (Appendix D, p. 253).
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Data Analysis for Continuous School Improvement - Process Protocol
2. Make Predictions & Uncover Assumptions Without the data being present, participants share what they think they
will see in the data set and why they think that might be so. Use the following questions to invite and open thinking:
What are some predictions we are making?
With what assumptions are we entering?
What are some questions we are asking?
What are some possibilities for learning that this experience presents to us?
Type of Data (e.g., demographics, perceptions, student learning, and school processes): ______________
Strengths Challenges
Strengths: Something positive that can be seen in the Challenges: Data that imply something might need
data. Often leverage for improving a challenge. attention, a potential undesirable result, or something out
Demographics Example: Grade level enrollments seem of a schools control.
to be relatively steady, although decreasing in upper Demographics Example: There has been a steady
grades. increase of students qualifying for Free/Reduced
Student Learning Example: Overall, 2014-2015 math Lunch. Close to twice as many in 2013-2014.
scores improved over 2013-2014 scores, except in Student Learning Example: Caucasian student scores
grades two and five males; grade three females; and were down for all grades, except grade four.
English only students, expect at grade eight.
2. What are some implications for the continuous school improvement plan?
Implications: Ideas the reviewer jots down while reviewing the data. Implications are placeholders until all the data
are analyzed. Most often are constructive responses to challenges.
Examples: Why are so many males identified for special education?; Are teachers prepared to teach the changing
population?; Did teachers focus too much on the students not proficient?; Do all teacher know what to do when students
are proficient?
3. Looking at the data presented, what other data would you want to answer the question?
3b. Small Group Review. In small groups, participants share what they see as strengths, challenges,
implications for the continuous school improvement plan, and other data you wished the school had. Record
commonalities.
3c. Large Group Consensus. Combine the small group results to get a comprehensive set of strengths,
challenges, implications for the continuous school improvement plan, and other data you wished the school had.
**Complete a comprehensive analysis for each type of data. Repeat # 1-3 for each of the four types of data.
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4. Analyze Implications Across the Data. After participants have documented the strengths, challenges, implications for
continuous improvement plan, and what other data they wished the school had for demographics, perceptions, student
learning, schools processes, review the implications side-by-side. This alignment is important for seeing commonalities
across the different implications.
5. Identify Implication Commonalities. In small groups, look across and highlight commonalities in demographics,
perceptions, student learning, and school processes. Share small group thinking with the large group.
6. Aggregate Implications for the Continuous School Improvement Plan. In small groups, or in the large group,
make a list of the items that must be addressed in the continuous school improvement plan, based on data. The aggregated
commonalities most often include leadership, curriculum, instruction, assessment, standards, vision, and so on.
7. Create the Plan. Use this comprehensive data analysis, along with the vision, to create the continuous school
improvement plan.
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Strengths, Challenges, Implications for Analyzing Demographic Data
Use the template below to record your thinking as you review your demographic data. Also use these questions for
moving individual thoughts to small-group thinking, and then to whole-group thinking.
DEMOGRAPHIC DATA
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
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Demographic Data: Student Enrollment/Membership
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
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Demographic Data: Socioeconomic Status (Meal Status)
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
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Demographic Data: Special Education
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
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Demographic Data: __________________________________________
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other demographic data would you want to answer the
question Who are we?
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Strengths, Challenges, Implications for Analyzing Perceptions Data
Use the template below to record your thinking as you review your student learning data. Also use these questions for
moving individual thoughts to small-group thinking, and then to whole-group thinking.
PERCEPTIONS DATA
Strengths Challenges
3. Looking at the data presented, what other perceptual data would you want to answer the
question How do we do business?
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Table for Analyzing Perceptions Data
Besides looking at the strengths, challenges, and implications for the continuous school improvement plan, schools might
choose to use the table below to analyze the results across the different respondents.
Agreements Disagreements
Student Survey Staff Survey Parent Survey
Across Surveys Across Surveys
General Feel of
Survey
(positive, neutral,
negative)
Neutral Items
Negative Items
Comments
(i.e., how and when
to share results)
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Strengths, Challenges, Implications for Analyzing Student Learning Data
Use the template below to record your thinking as you review your student learning data. Also use this for moving
individual thoughts to small-group thinking, and then to whole-group thinking.
Strengths Challenges
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
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Student Learning Data: MAP Reading
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
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Student Learning Data: MAP Math
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
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Student Learning Data: MAP Science
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
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Student Learning Data: ______________________________________________
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
Strengths Challenges
2. What are some implications for the continuous school improvement plan?
3. Looking at the data presented, what other student learning data would you want to answer the
question How are our students doing?
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Strengths, Challenges, Implications for Analyzing School Processes Data
Use the template below to record your thinking as you review your school processes data. Also use this for moving
individual thoughts to small-group thinking, and then to whole-group thinking.
Strengths Challenges
3. Looking at the data presented, what other school process data would you want to answer the
question What are our programs and processes?
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Measuring a Program or Process
After making a list of programs and processes that are being implemented, or intended to be implemented, use the
template below to record your thinking as you review each program/process.
Program/Process: ________________________________________________________
What is the How will you Who is the Who is being What will it How is To what degree What are the
purpose of the know the program/proces served? Who is look like when implementation is the program results?
program or purpose is being s intended to not being the program/ being being
process? met? (What are serve? served? process is fully measured? implemented?
the outcomes?) implemented? (Should it be
measured
differently?)
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How Did We Get to Where We Are?
After reviewing the data, use the Problem-Solving Cycle to understand the contributing causes of
undesirable results
References
Bernhardt, V. (2013). Data analysis for continuous school improvement. New York, NY: Routledge
Wellman, B. & Lipton, L. (2004). Data-driven dialogue: a facilitators guide to collaborative inquiry.
Sherman, CT: MiraVia, LLC
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