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Relay Data Protocol

Applying a Data Protocol

This data protocol presents a structured reflection process for teachers and other school stakeholders to observe trends and discuss ideas for continuous improvement. It emphasizes the importance of examining data with an equity lens and elevating a range of perspectives when interpreting data. 

Data Protocol Step General Guidance Guidance for Student Work Guidance for Summative Data
Step 1: Set Purpose Ask and answer the following questions:
  • What question are you trying to answer by looking at the data?
  • What predictions or assumptions do you have about the data?
  • How might those predictions or assumptions be informed by implicit bias?
 Remind yourself of the learning outcome   Clarify what evidence you will be looking for in relation to the learning outcome Review the learning outcomes that are the focus of instruction over the period of time you are examining   Identify the evidence that will provide meaningful and relevant information about student performance in relation to the learning outcome   Name assumptions you have about student performance and evaluate them for bias (confirmation, hindsight, negativity, availability)
Step 2: Select the Data Focus yourself on the data set(s) you will use:
  • Identify the qualitative and/or quantitative data that is aligned to your purpose
  • Consider whether you will disaggregate data and/or hide subjects' identities
 Select the problem(s) to examine.    Identify the criteria for success by:
  • Creating an exemplar 
  • Anticipating other correct responses that may utilize different strategies
 Select the assessment instrument(s) that will be used to collect information about student performance in relation to the learning outcome   Evaluate the tool that you will be using to organize and analyze the data from the assessment instrument to ensure it aligns with your purpose    Consider disaggregating the data IF examining student performance by subgroup supports your purpose
Step 3: Describe the Data As you engage with the data set(s):
  • Make concrete observations about the data.
  • Point out specifics ("On question 3…") and focus on descriptive observations of 'Who,' 'What', 'Where', and 'When.'
  • Do not examine ‘Why’ or ‘How’ yet. This enables you to avoid jumping to conclusions 
 Observe each students’ work in relation to the exemplar and other correct strategies.    You might consider sorting work samples into groups based on common trends you observe.  Avoid labeling noticings too quickly as "strengths" or "areas of growth", since that tends to trend more towards interpretation, but do be aware of negativity bias.   Be as specific as possible with what you observe.   Review specific items where student performance is noteworthy (i.e. above/below a certain score; an outlier in comparison to other items)
Step 4: Interpret the Data Brainstorm interpretations for the data:
  • What did you do as a teacher that led to these results? 
  • What are the understandings, actions, or beliefs of students, families, or others that led to these results?  Can you connect these back to teacher actions? 
  • What aspects of the assessment may have led to these results? Did anything about the assessment advantage some over others?
  • Point to specific areas of strength or growth, use person-first language, and use terms such as "yet" to indicate a growth mindset. 
    • Example, instead of "My low students didn't do well on this test", state “My students who do not yet grasp the concept of place value struggled with the first section of this test."
  • Check your interpretations for bias. What biases or blind spots might exist as you interpret this data?
 Identify the methods and strategies students used   Determine mistakes versus errors and form hypotheses about what students believe about mathematical concepts   Consider how format or structure of the assessment may have contributed to student outcomes   Trace evidence of student understanding to your instructional methods and materials
 		 Brainstorm as many interpretations as possible: teacher understandings/actions/beliefs, student understandings/actions/beliefs   Also consider:
  • Does this data give a full picture of students' abilities? What else would complete the picture? 
  • Is there anything about this assessment/assignment that disadvantages some students?
  • What might students share if you were to discuss the data with them? 
  • What kinds of academic interventions have we been offering so far? Are these interventions being implemented effectively? Are they being accessed in an equitable way?



 
Step 5: Determine Implications for Practice Consider your next steps:
  • What worked well, that you should continue to do? 
  • What improvements can you make to your teaching practice in response to this data? 
  • What additional context would be helpful in interpreting and acting on this data? How will you gain that context?
 Plan for future lesson(s) by considering these questions:
  • What did you do in your instruction that was effective for students that you want to continue doing?
  • Based on your purpose of supporting student mastery of the learning outcome, what steps could be taken next?
  • What strategies might be most effective to support your purpose?
  • Visualize the impact your next steps and strategies will have on upcoming student work.  What will students be able to say, do, or write? 
 Consider these questions:
  • What did you do in your instruction that was effective for students that you want to continue doing?
  • What have your students already mastered that you need to maintain mastery of? What is your strategy for reinforcing these skills? 
  • What have your students not yet mastered that you need to reteach? What is your strategy for reteaching this content in the context of the content you're teaching next?
  • How might additional qualitative data be used to inform design and implementation of action steps?
  Describe the ways in which each action step is within your locus of control. If an action step is not within your locus of control, then consider an alternative.    Define how the action step will further students’ understanding of concepts and skills, not just performance on a specific assessment item. 

Adapted from CLEE's ATLAS Looking at Data Protocol