Implementing the AISC Data Protocol 2021-22

As part of my responsibilities as Grade 4 team leader, I am regularly attending Instructional Leadership Team meetings. One of the aims of these meetings is to train team leaders to use the AISC Data Protocol and then lead their grade level teams in effectively interpreting and utilizing data to make effective instructional decisions to benefit our students. I would like to focus on developing this skill to guide the team to better use data to serve our students. 

I would like to lead the team through the use of the protocol at least 2 times during the course of the year. Since improving reading scores is a school-wide goal, it would make sense for the team to process and consider data using our reading level data on the BAME spreadsheet. Perhaps we could also use reading data from the MAP test to consider how the team can bolster student success and growth in reading.  I may use Alex as a resource to assist me in working through the protocol with the team.

I believe this goal relates directly to Standard 2 Assessment of Student Learning is Consistent with AISC Expectations, particularly the section describing the use of data gained from assessments to strengthen teaching practice and improve student learning. 

 Data Protocol Reflection February 2, 2022

The Grade 4 team met to review grade level reading data and develop strategies to encourage reading growth in our students with an emphasis on boosting those students reading below and above grade level benchmarks. I began the data protocol by introducing to the team the data we would be processing and emphasized that we would be focus on Grade 4 data and would NOT be examining trends in other grades. 

As we described the data, the team made the following observations:

-The numbers below GLE are high and then drops in September.

- The numbers below and exceeding GLE are either going up or down. 

- 27 students tested in SEpt 2021 and 38 tested in Dec ‘21

- 17 below GLE and 3 approaching

We then began interpreting and evaluating the data and reached the following conclusions: 

• Comparing Sept and Dec, the number of students tested varies but the number of kids below have reduced and number of kids exceeding have gone up. It might be because of the genres tested. 

• Non fiction books might be more accessible for ELLs compared to Fiction.

• Lots of kids exceeding in the third quarter might be because if the setting kids were tested in?

• The dip in their reading levels could be because of not having read over the summer?

We team members were focused on the number of students being inaccurate due to inconsistent overall number of students in the September and December data, I attempted to refocus the team by suggesting perhaps one class was unaccounted for in the September data, since the December numbers seemed to be accurate, we should focus our attention on the most current data. We noted that the vast majority of students fell into 2 "pillars." Our grade level has a high number of below grade level readers and I high number of students who are exceeding grade level expectations. We theorized that several factors may contribute to this extreme polarization. The first reason being that the below category encompasses a large number of reading levels(A-O) and the exceeding category also includes many levels(R-Z). The approaching category include just one level(P), as does the meeting grade level(Q). Therefore, the team concluded it is much more likely for students to fall into either below or exceeding since they included a much higher number of levels. 

Another key point we determined was that due to the high number of English Language Learners in our classes, it is extremely challenging for many language learners to read at a Grade 4 reading level. A student new to English may experience incredible learning growth of 4 or more levels in a single year, yet still fall well below grade level standards. For some students, the grade level benchmark is just an unattainable goal based on the complex level of English required to read in a new language. 

Next our team discussed strategies we might employ to encourage growth among these two significant groups in our data set. The following ideas were discussed:

-How could we challenge the exceeding kids and support the kids who are below GLE? (17 below GLE and 3 approaching)

- Guided reading in the genre they might be tested in, once a week.

- Working with Teena and work with the kids to have them think about a few targeted questions as they read.

-Translated bookmarks to guide them while reading.

- Enough time to read at school

-Looking at the F and P continuum and find specific skills to challenge kids.

- Having the F and P questions in mind during read alouds.

- Book clubs for high readers. 

- Scaffold independent book choices-

• Find time to look at the target skills for each child. 

• Find books from the class library to direct kids to. 

• Intentional book bags along with a reading response Seesaw activity.

• Build a routine for kids to do independent reading, note taking, share. 

• Using a flex block for additional reading.

• Having ELL kids read at their level and then talk about it or write about it in a language they’re comfortable.

Some key strategies included guided reading for below level students, ensuring students are selecting "just right" books, providing students the maximum amount of time possible to read at school, encouraging and requiring reading at home, utilizing the F&P continuum to choose next steps for each student(and add these to the BAME chart), and building on campus routines around independent reading, note taking, and discussion. Nurturing rich conversations during read alouds and partner shares was also noted as a strategy for higher readers. 

During the reflection component of the data protocol, the following comments were shared:

• Great to hear different perspectives

• Great to talk about the different strategies we could use.

• Nice to hear what works for all of us.

• Great use of our time and think about our next steps.

Our team had followed the date protocol previously led by Elliot during math meetings, so we were somewhat familiar with the process, however, this was the first time I had lead the AISC data protocol. I feel that our meeting was highly focused, extremely productive and that the team and ultimately our students will benefit greatly from this process. There was a very positive feeling amongst the team after the meeting and a sense that we had just had a really great meeting.  

I am hoping that the team can again repeat the process after collecting data for the third quarter, although this final potential data protocol meeting would be dependent on available time during the end of the year.