Data Analysis Model and Process: Guiding Questions
Data Coaching Services Page 1 of 1 Last updated January 25, 2012
Frame the Question Organize for Dialogue C ollect the Data Analyze the Data Interpret the Data Select Actions Monitor Results
•
What do we want to
know?
• What are we attempting
to measure, monitor?
• What questions are we
asking of the data?
• What are we hoping to
learn about our own
practices as a result of
this data analysis?
• Why is this important?
• What are the primary
concerns about my
current instructional
program?
• How will information
obtained from this data
analysis study help to
improve my overall
instructional program?
• What areas
(instructional,
curricular) need
improvement?
•
Who should be involved
to answer the
questions?
• Does everyone know
what the strategies look
like in action?
• How do I create a
culture for data
conversations that are
focused on inquiry?
• What is the process for
building learning teams
that use data to make
decisions?
• What are the different
types of data
conversations?
• What are the steps of
the data analysis
process?
• What are tools I can use
with teachers as they
engage in data
conversations?
• How do I facilitate data
conversations?
• How do I provide
structures for teachers
to use data to make
instructional decisions?
•
What data sources will
be needed?
• Do we need any
resources to learn more
about the data analysis
strategies?
• What data measure the
skills or concepts that
we need to monitor?
• Is the source reliable?
• Where can I get more
information?
•
How will data need to
be aggregated and
disaggregated?
• How will I analyze
strengths and
obstacles?
• How will I prioritize?
• Do any responses stand
out?
• Which questions had a
high number of correct
responses?
• What are some things
we have not explored?
• What questions about
student thinking and
understanding will we
address by examining
our student data?
• What skills, knowledge,
and concepts do
students have mastery
of as evidenced by the
data? Which have they
not mastered?
• Are the observations
and inferences that
surfaced during the
analysis of the student
data validated by
multiple data points
and sources?
• What additional insights
can we gain about
student thinking and
understanding from the
data?
•
What do the data tell you?
• What learning needs are
evident?
• What question(s) seem
most difficult for students?
• Which concepts require
focused and direct
instruction?
• What is a sample of an
ideal/proficient response?
• Do we know what we
consider proficient?
• Do we agree on what
proficiency looks like?
• What exactly will tell us if
proficiency has been
achieved?
• Have we defined proficiency
for a given skill/concept
process?
• What inferences and
explanations can we draw
from these data sets?
• What tentative conclusions
might we draw?
• What important points
seem to stand out?
• What are some patterns or
trends that are emerging?
• What do you notice about
subgroup performance?
• What hunches do you have
to explain the
performance?
• How strong is the evidence
overall?
• What do the numbers
mean?
• What are some contributing
factors to the lack of
student understanding?
•
What actions will need
to be taken to address
the identified learning
needs?
• Establish goals: set,
review, and revise
• Is our goal a SMART
(Specific, Measurable,
Achievable, Relevant,
and Timely) goal?
• Specific: students, group,
content area, objectives
and student
expectations
• Measurable: Can it be
measured with an
assessment?
• Achievable: Is our goal
within our reach?
• Relevant: Are these
concepts and skills
aligned with the TEKS?
• Timely: Can the progress
be measured frequently
and teachers see results
immediately?
• What additional data
might we explore to
verify our explanations?
• What will each of us do
to increase the level of
student proficiency?
• What else do I need to
know?
•
How will you monitor the
effectiveness of your action?
• Are we all committed to
helping students meet their
learning goal?
• What obstacles stand in the
way of reaching our student
learning goals?
• What does the research say
about the effectiveness of the
strategies we have chosen?
• How will we know students are
learning as a result of our
actions?
• What should we see students
applying after 5 days of
instruction, 10, and 20?
• How will we monitor progress
and rigor?
• What will directly link learning
with specific strategies?
• How will we confirm that the
entire team has implemented
the strategies that were
collaboratively and collectively
agreed upon?
• What overall application
behaviors will we be able to
see/note if the desired
learning is occurring as a result
of our focused actions?
• When will we assess student
learning?
• What needs for school
improvement might arise from
these data?
• What new insights do you have
about the student learning
problem?
• How will I know if the
instructional program is
working at top efficiency and
effectiveness?