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Facilitating the

Data Review Protocol (DRP) for

Academic Success – Literacy�Level 1

November 2025

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Agenda

Purpose of the IDEA-DA Literacy Data Review Protocol
Facilitating the IDEA-DA Literacy Data Review Protocol

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Purpose of the DRP

Support teams understanding of IDEA-DA data elements and leverage data they have gathered
Build capacity for the ongoing use of data for continuous improvement
Engage in facilitated conversations to support interpretation, prioritization and implementation planning aligned with student-focused outcome data
Utilize a process that is rooted in data-informed decision making to determine IDEA-DA sub-focus areas

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Preparing for the

Data Review Protocol Process

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Important: PII and Confidentiality

IMPORTANT:

Data displayed in DRPs are not for public dissemination
Cells may have small n-sizes that constitute Personally Identifiable Information (PII) making it a confidential document
This data is only to be accessed and used by the district DRP team for the purpose of continuous improvement and implementation planning

During the DRP process, you will have access to your district level data through ACHIEVE.

It’s important to remember, that only those team members who are participating in the DRP should be granted access to a DRP user role in ACHIEVE.

As a representative of your district, you must be aware of and understand the sensitive nature of this data. Cells may have small n-sizes that constitute Personally Identifiable Information (PII) making it a confidential record.

This data is only to be accessed and used by the district DRP team for the purpose of continuous improvement and implementation planning and dissemination of this data outside of the DRP process is prohibited.

If a team member decides they absolutely need to download, screenshot, or print their DRP data, for whatever reason, it should be handled, stored and destroyed with the same level of security as we would provide for a student specific IEP.

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Facilitator Preparation Checklist for Designation Year Activities

Purpose

Support the Data Review Protocol (DRP) facilitators as they prepare for the onsite data reviews.

One of the resources you will have access to is the Facilitator Preparation Checklist for Designation Year Activities. This checklist is intended to support facilitators in organizing, preparing, and facilitating the IDEA-DA Data Review Protocol.

The checklist is split into 2 sections: Team Prep and Ensuring Fidelity of Implementation

Team preparation includes recommended activities like identification of team membership, scheduling adequate time for work sessions, gathering of necessary data prior to the review process and ensuring online access for the team if it’s needed.

The second section is ensuring fidelity of implementation. During the review process, the fidelity checklist may be referred to by the facilitator(s) to structure periodic self-checks to ensure teams are working through the protocol activities and tasks as intended and with integrity and purpose.

It also contains hyperlinks to materials you will need as you are facilitating the DRP, which we will discuss on the upcoming slides.

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DRP Leadership Team Roles

Facilitator	Data Expert
Role: Facilitate the DRP process Materials: DRP Facilitation Guide Facilitation Slides to project	Role: Assist district teams in understanding the data. Materials: IDEA-DA Data Elements Guide Data Cheat Sheets for each area of focus ACHIEVE DRP Notetaker
Notetaker	District Team
Role: Capture district team conversations for decision making and possible action steps for implementation planning. Materials: DRP Notetaker ACHIEVE	Role: Reflect on district data and complete notetaking prompts. Materials: IDEA-DA Data Elements Guide Data Cheat Sheets for each area of focus ACHIEVE *A member of district leadership team will need to have the Data Review Protocol Management User Role. This person will be entering text into the DRP in ACHIEVE.

Let’s talk about the team and roles that need to be assigned during this process.

In the top, left quadrant is the Facilitator. The facilitator role is to keep the focus on topic and on the data in each section. They also consider the pace of the work and moves the process forward as needed.
The Facilitator or Facilitators will need access to the DRP Facilitation Guide and the Facilitation Slides to project during the process.

In the top, right-hand quadrant are the Data Experts. These individuals have the knowledge of the data sets and how to interpret the data in a user-friendly manner. This role is important to ensure team members understand the unique data sets such as sig dis and preschool.

The Data Experts should review the IDEA-DA Data Elements Guide and Data Cheat Sheets prior to participating in the DRP.

The Notetaker is the team member or members who capture the groups discussions around next steps and big ideas. The information recorded by the Notetaker will be helpful in creating the district’s implementation plan at a later date.

This role will need the DRP Notetaker and access to the DRP data in ACHIEVE.

The District Team is who we refer to as the DRP leadership team. These are the individuals who understand the data and have experience working with K-6 and preschool students, as well as students with significant cognitive disabilities.

All district team members need to have access to the IDEA-DA data elements, the Data Cheat Sheets and view-only access to the DRP in ACHIEVE.

As a collective, these team members work through the data with an end goal of selecting a sub-area of focus for Academic Success-Literacy. Along the way, they discuss next steps and potential goal areas and action items - which are included in the notetaker.

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Recommended District Leadership Team Members

This list is not exhaustive and the roles listed are for your consideration.

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DRP Facilitation Guide and Facilitation Slidedeck

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District Implementation Support Rubric and

IDEA-DA Data Elements Guide

Implementation Support Rubric (ISR)

IDEA-DA Data Elements Guide

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DRP Notetaker Tool

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Data Cheat Sheets

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The Facilitation Process

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Reviewing Previous Data

Focus on comparing and contrasting ISR data from previous designation cycle to most recent.

Image from the Data Review Protocol Facilitation Guide

Image from the DRP Notetaker

Before beginning the analysis of the new designation cycle data, it is important for you to review data from the previous cycle. Reviewing previous data is not labeled as a step in ACHIEVE but it is important to set the stage for the work ahead.

As you facilitate this section, you will prompt the team to take note of improvements, concerns and next steps that may need to be addressed. These will be captured in the notetaker.

On the left side of this slide, you will see what this section looks like in the facilitator’s guide. You can see that the guide provides facilitators with an explanation and purpose of the section, a script that may be used when facilitating and think-abouts to help facilitate the conversations. Each step in the DRP Facilitation Guide is organized in this manner.

On the right side, is the notetaker. This is where the conversations of the team will be recorded.

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Step 1A: Collect and Analyze Data

Purpose: Getting to know your data leading to a shared consensus of data outcomes.

Image from the Data Review Protocol Facilitation Guide

Image from DRP Notetaker

In Step 1A districts are analyzing their ISR data.

The purpose of this section is to provide an initial look at district data.

This steps includes objective and reflective questions and is sometimes the setting for emotions that surface as teams begin this work.

Teams will begin by exploring the data for preschool, K-6 literacy, and significant cognitive disabilities literacy and capturing their responses to the prompts in the Notetaker.
Then, the team describes common data themes they notice in their data as they work through the question prompts, again recording team responses in the Notetaker.

The Facilitation Guide (on the left-hand side of the screen) includes the reflection questions that are also on the notetaker (on the right).

In the red box there are facilitator prompts that can be used to help teams as they dive deeper into the data.

You will notice the red text and green shading in the notetake, which is your reminded that the text within this section need to be entered into ACHIEVE.

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ACHIEVE: 1A Data

Reminder:

All areas of focus are reviewed before creating consensus statements.

Image from ACHIEVE - Preschool

Image from ACHIEVE - K-6

Image from ACHIEVE - Significant Disabilities

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1A: Consensus Statement(s)

Examples that are in facilitator guide to use if the leadership team needs some assistance with creating the consensus statements.

Image from DRP Notetaker

Image from Facilitation Guide

As your team works collaboratively through exploring data in Step 1A, they will identify strengths, gaps, and common themes which will lead to the development of consensus statements that reflect your district’s current state in each of the 3 areas: preschool, K-6 and students with significant disabilities.

This consensus statement is a broad data based statement and it is not intended to be an interpretation of the data sources.

Interpretation of data does not happen at this step. The team is coming to agreement that this is what “our” Step 1A data says.

Your team may struggle with “what” to write in their notetaker for consensus statements. The FG provides you with example statements to be used only if the team needs some assistance. They are not intended to be copied verbatim into notetakers.

The image at the top of the screen is taken from the Notetaker and is a reminder that the information entered here is also entered into ACHIEVE.

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1A: Consensus Statements in ACHIEVE

Reminder:

All areas of focus have a district created consensus statement.

Image from ACHIEVE

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Step 1B: Create Data Summary Statements

Purpose: Getting to know your data leading to a shared consensus of data outcomes.

Image from DRP Notetaker

Image from the Data Review Protocol Facilitation Guide

Step 1B is where the team begins to interpret district data.

The purpose of Step 1B is to define shared expectations for literacy outcomes for learners with IEPs.

In this step the team will analyze data in each area (preschool, K-6 and significant disabilities) using the question prompts on their notetaker and the facilitator’s prompts from the facilitator guide.

After team conversations on the three sub-areas (PS, K6, Sig Dis), and using the team responses captured in the notetaker, the district team is now ready to write data summary statements and answer the two questions that are also included in the green highlighted area on their notetaker.

The Facilitation Guide calls out where the Data Cheat Sheets are needed to help the team understand the data. All three sub-areas have a data cheat sheet that follows the steps in the DRP. These sheets are important in supporting the process and understanding, as teams dig deeper into fine grained data.

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ACHIEVE: 1B Data

Reminder:

All areas of focus have a district created data statement.

Images from ACHIEVE

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1B: Data Statements in ACHIEVE

Two additional questions for the data in Step 1B.

Image from ACHIEVE

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Step 1C: Digging Deeper with Additional Factors at the Learner Level

Purpose: Identifying practices that will support improved outcomes in identified focus areas.

Image from DRP Notetaker

Image from Facilitation Guide

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ACHIEVE: 1C Data

Districts are continuing to look at data in all 3 areas.

Images from ACHIEVE

Step 1C

Step 1C:

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1C: ACHIEVE: Identifying practices that support improved Outcomes

Using data from Step 1C, record identifying practices that will support improved outcomes for Preschool, K-6 Literacy and Significant Disabilities Literacy

Image from ACHIEVE

Reminder:

All areas of focus will have potential next steps.

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Step 2A: Digging Deeper with Additional Factors at the System Level

Purpose: Identify system factors that may be affecting data outcomes.

Images from the Data Review Protocol Facilitation Guide

Image from DRP Notetaker

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2A - ACHIEVE: Recording Potential Next Steps

Reminder:

All areas of focus will have potential next steps.

Image from DRP Notetaker

Image from ACHIEVE

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Step 2B: Determining Area(s) of Improvement

Image from Data Review Protocol Facilitation Guide

Image from DRP Notetaker

Image from ACHIEVE

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Step 2C: Results Statement (PS, SD, K-6)

Image from the Data Review Protocol Facilitation Guide

Image from ACHIEVE

Image from the DRP Notetaker

Reminder:

Any area chosen as an area of improvement will have a results statement.

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Preparation for the Implementation Plan Development

Image from the Data Review Protocol Facilitation Guide

Image from the DRP Notetaker

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IDEA-DA Open Office Hours

Office Hours will be held through Zoom on the following days and times:

12/12: 10:00 - 10:50
12/19: 9:00 - 9:50
1/7: 9:30 - 10:20
1/23: 9:00 - 9:50
2/5: 9:00 - 9:50
2/18: 1:00 - 1:50
3/6: 9:00 - 9:50

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Thank you!

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*The slides and recording for this training will be available on the public facing IDEA-DA Google Site

K-6 Literacy: Mary Beilke (mary.beilke@iowa.gov)

Significant Disabilities Literacy: Tiffiny Poage (tiffiny.poage@iowa.gov)

Preschool: Denise Kepner (denise.kepner@iowa.gov)