2. Analysis

• It is necessary to analyze each interim assessment at the question level, the standard level (this should be a cluster of questions), the individual student level, and the whole class level. Leaders will also want to look at school and district level. When done well this can done on one page per classroom. See page 43 for an example. You should also do your analysis with the test in hand. This is another reason why analyzing state tests (autopsies) is less useful.
• Identify questions and standards where students performed poorly. This will allow you to identify weaknesses that you can act on. Item analysis lets you see when many students select the same wrong answer, and the questions where stronger students out performed weaker peers. Consider some peer tutoring as a result. Paul recommends that your initial analysis and action plan take place within two days. It can be sooner if you have some kind of automated scoring. District leaders should strive to make this happen. When possible, the principal should conduct meetings where analysis takes place. These group meetings allow teachers to share practices. For teacher accountability, one-to-one meetings are necessary. Leaders need to know the data and the teachers action plans the result from the analysis.

3. Action

• If your analysis is not sound, action plans are not likely to improve student results. Action plans need to be simple enough to put in place immediately. Have the action plan in hand as you create lesson plans. Homework must also be consistent with the plan. Pages 81-84 have many good tips. Paul uses the analogy of a quarterback changing the play once he sees how the defense is set up. If you have any tutoring program or teaching assistants, make sure they know the plan. Anyone who works with a student should know the plan. Administrators who observe should bring assessment results and action plans to observations.
• Between assessments, teachers will give many in-class assessments. They should meet or exceed the rigor of the interim assessments. Meetings where teachers and leaders analyze results should have a set agenda and a facilitator who keeps the meeting on track. See page 92 for a suggested agenda. At the meetings it’s better to focus on one standard than ten. These meetings should lead to collaborative lesson planning. Students should also be involved in the process. Paul has suggestions for how students can reflect on their own results. The idea is that they share ownership in their improvement.

Share this: