The document outlines a protocol for analyzing student work data in 4 parts over 30-40 minutes. Part 1 involves examining the data without interpretation, answering questions about knowledge, skills and understandings assessed, and observations and questions about the data. Part 2 adds analysis, interpretation and implications, and questions about student learning, competency levels, and next steps. Part 3 includes discussion with the presenter, and Part 4 allows debriefing comments. The purpose is to analyze student work, understand learning levels, and determine appropriate next steps for instruction.

1. Copyright © 2016. Two Rivers Public Charter School. Washington DC. Used with permission.
data·analysis·strategy loop
analyzing student work
data protocol
your name
date
Part 1 Questions
A. What essential knowledge(knowledge) is
assessed by the assignment?
B. What core tasks (skills) are assessed by the
assignment?
C. What essential understandings (principles)
are assessed by the task?
D. What do you notice about the data?
E. What do you wonder about the data?
Part 2 Questions
A. What does the data tell us about student
learning and thinking?
B. In general, at what stage are students in
their understanding and competency with
the knowledge, skills, and understandings?
C. What are next steps for teaching this skill to
students? Do they need additional practice?
Do they need opportunities to deepen their
understanding?
D. For students at a beginning level of under
standing, what re-teaching needs to occur?
In what ways can the skill be broken down
into smaller parts?
E. For students at a high level of understand-
ing, what extensions need to be provided
for them? How can they be challenged to
deepen their thinking and understanding
of the knowledge, skills, and understand-
ings?
Part 1
5 Minutes: Examine the data. Make “Page One” Comments (observations and questions
only, no interpretation or judgment allowed) on the work. Presenter is silent. Answer ques-
tions to the left. Use the reverse side of this page if needed.
Part 2
5 - 10 Minutes: Analyze the data. Make “Page Two” comments (judgments, interpretations,
implications, ideas for addressing concerns are fine at this point) Presenter is silent and
takes notes. Answer questions to the left. Use the reverse side of this page if needed.
Part 3
5 - 10 Minutes: Discussion with presenter. Questions answered. Group discussion of
implications, ideas, suggestions for the particular classroom, for the classrooms of other
participants, and for the school as a whole.
Part 4
5 Minutes: Debrief. Each member of the group has a chance to make final comments about
their analysis and the process.

2. Copyright © 2016. Two Rivers Public Charter School. Washington DC. Used with permission.
data·analysis·strategy loop
analyzing student work
data protocol
Part 1 Questions
A. What essential knowledge(knowledge) is
assessed by the assignment?
B. What core tasks (skills) are assessed by the
assignment?
C. What essential understandings (principles)
are assessed by the task?
D. What do you notice about the data?
E. What do you wonder about the data?
Part 2 Questions
A. What does the data tell us about student
learning and thinking?
B. In general, at what stage are students in
their understanding and competency with
the knowledge, skills, and understandings?
C. What are next steps for teaching this skill to
students? Do they need additional practice?
Do they need opportunities to deepen their
understanding?
D. For students at a beginning level of under
standing, what re-teaching needs to occur?
In what ways can the skill be broken down
into smaller parts?
E. For students at a high level of understand-
ing, what extensions need to be provided
for them? How can they be challenged to
deepen their thinking and understanding
of the knowledge, skills, and understand-
ings?