The process of disaggregating data from major assessments such as the Smarter Balanced Assessment Consortium (SBAC), the Next Generation Science Standards assessment (NGSS), and the Scholastic Aptitude Test (SAT) is a critical practice in Coventry, aimed at improving student achievement. By analyzing patterns and trends in the data, teachers are able to identify both strengths and areas for growth in students' learning. This data analysis is conducted collaboratively, with teachers reviewing content claims and targets to assess which areas students performed well in and which areas require further attention.

Through this collaborative process, teachers use data to inform curriculum revisions, design targeted lessons, and adjust pacing. This approach allows them to focus on specific content areas where students need additional support. Further disaggregating the data by individual students or small groups, enables our teachers to identify the learning needs of specific students. As a result, teachers are able to differentiate instruction to ensure all students receive the support they need to succeed.

A central tool in this process is the Looking at Student Work Protocol, which engages teachers in collaborative inquiry to improve student performance. By analyzing data from formative assessments year over year, teachers can evaluate student performance on specific questions and targets. This allows them to identify which curricular revisions, customized lessons, and pacing adjustments have had the most positive impact on learning. Additionally, by studying the incorrect answers students selected, teachers can pinpoint specific skills that need to be remediated, enabling them to address learning gaps effectively. Teachers utilize both vetted resources and create new instructional materials to tackle these areas of weakness.

This year, teachers in Grades 3-8 worked together to identify specific literary and informational strands for focus. They designed and implemented mini-units aligned with these strands before the administration of the literary and informational interim assessments. This proactive approach ensures that students are exposed to targeted content and skills that will be assessed. As a matter of practice, teachers analyze formative and summative SBAC and NGSS data to inform their next steps in instruction, ensuring the teaching strategies they implement are data-driven.

Instructional coaching in English Language Arts (ELA), math, and science is a key component of this process. The curriculum specialists use the Student Work Protocol to analyze data in various ways, including question analysis, individual student performance, historical trends, and areas of strength and need. This analysis directly informs student programming, allowing students to enter or exit Tier II and Tier III interventions in reading or math based on their individual progress. Intervention data is continuously monitored throughout the year to ensure students are demonstrating growth and receiving the necessary support to close achievement gaps.

Significant time is dedicated to disaggregating SBAC and NGSS assessment data, which helps to revise the curricular scope and sequence as well as to fine-tune individual lessons. For example, based on SBAC data, mini-lessons focusing on listening practices were created to address identified areas for growth. In science, lab experiences were modified with refined formatting and scaffolded supports, which led to improved student performance on interim assessments.

This year, faculty members at CHS also worked with the ELA and Math K-12 specialists to refine their understanding of the digital PSAT/SAT. By reviewing sample questions from each subsection, teachers used the disaggregated student data from PSAT and SAT practice assessments to create targeted practice activities tailored to student needs. Likewise, the science department worked with the K-12 STEM Specialist to disaggregate the 2024 NGSS assessment and other formative assessments, using this data to refine pacing and lesson plans. This collaborative approach ensures all students receive high-quality, responsive instruction aimed at fostering their success on state and national assessments.

The ongoing process of disaggregating SBAC, NGSS, and SAT data, which has been a staple in Coventry,  plays a crucial role in informing pedagogy, curriculum revisions, and instructional practices. By utilizing this data to continuously refine teaching strategies, differentiate instruction, and track student progress, teachers in Coventry are well-positioned to support student growth, close achievement gaps, and enhance overall academic performance.