DATA TEAM CYCLE REPORT

(With guidance for the analysis of student work & Using Reeves Model)

Grade level / Course: Unit/Session/Topic:

Title of Task: Quarter (highlight): 1 2 3 4

Standard (s) and Benchmark(s):

Assessment and Criterion for Proficiency:
[Copy and paste, or attach rubric criteria here]





DATA TEAM- STEP ONE: COLLECT AND CHART DATA

1. Discuss the target benchmark and rubric/criteria for the proficient level with your group.
Discussion Question: What would you look for in student work that represents Proficient? (Are these
criteria on your rubric? If not, consider adding/revising your rubric)

2. Sort #1: Sort the student work into two stacksmeets the benchmark or does not meet the
benchmark. Student work should be graded and scored prior to this meeting by each teacher to make
the sorting faster.

3. Sort #2: Further sort the student work into 4 piles (Well- below, Approaching Proficiency, Meets
Proficiency, Exceeds Proficiency) and write papers identification code in the appropriate
columns.

Meets with Excellence Meets Proficiency Developing Proficiency Well-Below Proficiency






( # of students = %
of class)






( # of students = %
of class)






( # of students = %
of class)






( # of students = %
of class)
**Write /type names of students that fall in each category on a separate paper- not to be
shared online-** (Individual teachers use for student data. A spreadsheet might prove useful)


DATA TEAM- STEP TWO: ANALYZE STRENGTHS AND OBSTACLES
(Meets with Excellence/ Meets Proficiency/ Developing Proficiency/ Well-Below Proficiency)

4. Select a sample(s) that is typical for each level of proficiency--As a group, choose one sample
from each category, 4 samples total, for further reflection and respond to the following prompts. One
person will record this information on the group sheets (share document with all
department members). Are there other samples that help you identify students strengths and
obstacles?

a. Describe the performance of each selected student. State what is right with the
student work rather than what is not right - then list the obstacles (the specific elements
the students missed) Descriptions should reference the targeted benchmark and the criteria. [NOTE:
You may find that the criteria/rubric needed to be revised.]

Meets with Excellence Meets Proficiency Developing Proficiency Well-Below Proficiency











General Comments:





DATA TEAM- STEP THREE: CREATE A SMART GOAL
The percentage of ____grade students (1) scoring proficient and higher on
(2) will increase from % (3) to % (4) by (5) as measured
by (6) administered on (7).

(1) student group (2) Content Area/standard/benchmark/skill (3) baseline data (4) Goal% (5) month or
quarter (6) Assessment tool (7) Specific Date
Example: The percentage of 7th grade students (1) scoring proficient and higher on
CR ELA CCSS 7.RL.1 and 7.W.7 Assessment #1 (2) will increase from 44% (3) to 80% (4) by the end of 1st quarter (5) as measured by CR
ELA CCSS 7.RL.1 and 7.W.7 Assessment # 4 (6) administered on The week of Sept. 28th, 2014 (7).

b. What are the learning needs of the students youve identified based on student work?
(Be specific- refer to the above table and look at what the students missed. Analyze what their
errors/omissions/misconceptions mean and identify what learning needs have to be addressed)


Exceeds Proficiency Meets Proficiency Approaching
Proficiency
Well-Below
Proficiency













General Comments:





DATA TEAM -STEP FOUR: INSTRUCTIONAL STRATEGIES OR LESSONS

5. As a group, look for patterns/trends within and across proficiency levels (i.e. whats right in
the work and what is not right). Based on the patterns/trends, what are the next steps to move students
toward (and beyond) proficient? (Be specific- dont just list differentiate instruction, you need to list
exactly HOW you will differentiate your instruction specifically for each groups learning needs) Decide as a
group what research- based strategies/instructional changes you will all implement to address the student
learning needs.

Deeper
Understanding
Meets with
Excellence
Meets with
Excellence
Meets
Proficiency
Meets
Proficiency
Developing
Proficiency
Developing
Proficiency
Well-Below
Profciency
Prioritized Need
for...

Learning
Environment

Time-
Frequency and
Duration

Materials for
Teachers and
Students

Assignments
and
Assessments


General Comments:



What resources and/or personnel might support you?



DATA TEAM- STEP FIVE: RESULTS INDICATORS

1. How will we know if were really implementing the strategy/lesson we decided on?




2. How will we know if it is working?




[Step Six: Monitor]