Literacy Periodic Assessment Protocol for analyzing data and addressing instructional implications. Includes process (SMART Goals and Cognitive Coaching SM Planning Conversation) of planning for small group instruction to address the needs of students approaching or at risk of not meeting grade level standards in the English Language Arts.

1. Literacy Data
Analysis and
Problem Solving
J. Espinosa, Title III Access to Core
Instructional Coach
First Street EL
November 27, 2012

2. 7 Norm of
Collaboration
Pausing
Paraphrasing (to clarify or to summarize)
Putting Inquiry at the Center
Probing for Specificity
Placing Ideas on the Table
Paying Attention to Self and Others
Presuming Positive Intentions
From Adaptive Schools

3. Engaged Participant
Outcomespractices for analyzing
Reflect on
data
Identify Whole and Small Group
Needs using Data Template
Determine the instructional
implications of the data you
analyzed and plan a Tier 2 small
group instructional sequence.

4. Grounding
At your table share:
What is one decision you’ve
made based on data that has
improved student outcomes in
your classroom?

5. Analyzing Periodic Assessment Data
to Inform Instruction Template

6. Analyzing Periodic Assessment Data
to Inform Instruction Template
Step 1: Identify the five lowest items the class
scored on by looking at the columns at the top with
the standard and circling the percentage. If two or
more items are tied choose the one that has the most questions
on the CST according to the CST blueprints for your grade.
Step 2: Add those item numbers to your template.
Step 3: Write the letter of the Correct Answer (CA)
in the template next to each item number under the
column heading CA.
Step 4: Write the letter of the Most Common
Distractor (MCD) in the template under the column
heading MCD for the items you added.

7. Analyzing Periodic Assessment Data
to Inform Instruction Template
Step 5: Using your Administrative Guide for Literacy
Periodic Assessment 1 look for description of the
most common misconception for each item and
write it under the column heading.
Step 6: In your grade level table group discuss the
reason for these misconceptions and write down
your ideas under the last column for how to reteach
this standard this year.

8. Analyzing Periodic Assessment Data
to Inform Instruction Template
Step 7: Identify your basic (yellow) students (Tier 2)
(No more than 5-6 per group) in the on your item
response report by circling the squares. Also
identify your below basic (orange) small groups (no
more than 4 per group) These students are prime
candidates for small group instruction on a regular
basis for reteaching of key standards (more
frequently tested on CST) using Tier 2 Treasures
Intervention Books + Thinking Maps, Florida Center
for Reading Research Activities, California
Standards Practice & Benchmark Assessment, and
Core K-12 Progress Monitoring Assessments.

9. Analyzing Periodic Assessment Data
to Inform Instruction Template

10. Analyzing Periodic Assessment Data
to Inform Instruction Template
Step 8: Turn over to the back side of the template
and answer the instructional implications questions
and decide how to support the students you will put
into small groups.
Step 9: Dialogue, discuss, and network to assist in
collaboratively planning and if no patterns emerge
as a grade level then assist each other in planning a
lesson for the unique circumstances of each
classroom using either the SMART Goals Template
or the Planning Conversation Template

11. Tier 2 SMART Goal Sample
(5th RC 2.4)

12. Tier 2 Planning
Conversation Sample (5th
Grade RC 2.4)
Template from Cognitive Coaching SM

13. Resources
Tier 2 California Treasures Intervention Books
(Grade K-3, Grades 3-5)
Florida Center for Reading Research (www.fcrr.org)
California Standards & Benchmark Assessments
(on Teacher Works for Treasures ELA)
Core K-12 Assessment Center (lausd.corek12.com)
Douglas Fisher and Nancy Frey Literacy for Life (
www.fisherandfrey.com)
•

14. Possible Next Steps
Plan a whole group mini-unit for a key literacy
standard(s) (at most 5 days) together in a Grade
Level Meeting including whole group and small
group activities using the SMART Goal Template.
Plan another small group Tier 2 instructional
sequence including a progress monitoring
assessment for one of your Tier 2 groups using the
SMART Goal Template.