Module Assessments and
Data Cycles
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Good Morning!
Please Mix It Up…
Sit with principals, teachers,
and coaches from different
districts and schools.
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Intros and Norms
• Please Introduce Yourselves


Review the Norms for Collaboration
Share:
• Your name
• Your role
• One piece of evidence of our norms at work yesterday in one
of your sessions
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Learning Target
• I can analyze student assessment data using the
ELA module performance assessments and a
collaborative analysis protocol.
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Data Inquiry Teams
• Please Review: Connect Extend Challenge (1 min)
• Read Central Beliefs about Data Inquiry Teams
(10 min)
• Discuss in groups of FOUR using Connect Extend,
Challenge (10 min)
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Why this session…
• Module assessments offer a wealth of information
– we want to offer several ways of analyzing them
to glean as much information as possible.
• This protocol provides a big picture perspective:
an opportunity to analyze class-level, grade-level,
multiple grade-levels, or school-level trends.
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Why this Session…
• Looking at data this way gives educators an
opportunity to calibrate their assessment
practices with one another.
Most importantly:
• What data are we getting—or can we get—from
these module assessments?

What role can these assessments play within our
larger assessment framework?
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Looking at Data from Student
Work Protocol
60 minutes
• Materials: Data results spreadsheets, rubrics,
recording form, student work, action plan template
• The goal of the results meeting is to analyze with
your data inquiry team (co-teaching team, grade
level or department team) the results on the most
recent assessment and determine an action plan
that meets the needs of students in your
grade/department.
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Step 1: Choose roles (2 min)
Facilitator – makes sure the group follows each step
of the protocol and guides the process
Process Checker – supports the facilitator; might use
language like, “Let’s do a quick process check” if the
group seems to be off track.
Timekeeper – sets a timer for each step of the
protocol and transitions the group when time is up.
Alerts the group when they have 1-2 minutes left per
step.
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Step 2: Analysis
•Individually read the spreadsheet and reference the
rubric to determine strengths and weaknesses of student
performance. (10 min)
Step 3. Description (5 min)
•The facilitator asks: “What do you see?”
•During this period, the group shares as much
information as possible from the data.
•Group members describe what they see in data,
avoiding judgments or interpretations. It is helpful to
identify where the observation is being made, e.g., “On
page one in the second column, third row . . .”
•The recorder captures the observations in the recording
form in the “Observations” section.
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Step 4. Identifying Challenges (5 min)
•Go around: each person on team names the top 2-3
areas they noticed where students had challenges.
•Group members ask, “What evidence do you
have?” as needed
Step 5. Looking at Student work (15 min)
•Participants look at student work with the
challenges identified in mind.
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Step 6. Discussion (5 min)
• Of the challenges identified, which should be
prioritized?
• Team comes to agreement about top two
challenges to focus on right now.
• Recorder circles two selected challenges on the
list on the recording form.
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Step 7. Brainstorm: (5 min)
•Go around: Each team member shares an idea or
proposal for addressing the challenges evidenced in
the student work.
•If you don’t have an idea, say, “Pass.”
•Make no judgements. If you like an idea, when it’s
your turn, simply say, “I would like to add onto that
idea by…”
•Continue going back and forth, about 30 seconds at a
time, to suggest new ideas /proposals. Use the full 5
minutes.
•Recorder records suggestions on left side of the chart
paper under the heading “Possible Solutions”.
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Step 8. Come to consensus around the best actions to
take. (5 min)

One person proposes an action with the rationale
for what makes it effective.

Other group members weigh in by showing a
thumbs-up for agreement, thumbs-down for
disagreement, or a thumb in the middle if unsure.
For any responses other than thumbs-up, briefly
discuss reasons for diverse ideas, clarify the
specific action, and weigh in again with thumbs.
Step 9. Complete the action plan template. Use copies of
the module materials for Grade 5, Module 3 to create
your action plan for re-teaching. (8 min)
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Learning Target
• I can analyze student assessment data using the
ELA module performance assessments and a
collaborative analysis protocol.
EngageNY.org
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