During this first semester we implemented a data analysis model in a consistent manner in the pre-primary, first, second and third grades at San Roberto International School (campus VA) located in the city of Monterrey Nuevo León, Mexico. We used the information provided by the MAP (Measure for Academic Progress) standardized test created and validated by the NWEA (Northwest Evaluation Association) applied to students to measure percentiles in different areas (reading, mathematics, etc.). This information was also used to manage and plan instruction through a cycle of information analysis, which was carried out systematically. The main objective of this project was to increase the percentile of students in the aforementioned academic grades in the phonological awareness area of the MAP test.

For the purposes of this project, 8 sessions were established as described below:

Session 1: Using a collaborative observation and discussion protocol, teachers observed and analyzed the results of their students' assessments in order to detect strengths and weaknesses.

Session 2: During this session teachers triangulated information using different sources of information such as observations, student work, and other assessment results compared to MAP test results.

Session 3: Once the teachers detected the needs of their students, they generated a SMART goal.

Session 4: Once the teachers were clear about the goal, they again collaboratively generated an action plan, which included a series of specific intervention strategies that were implemented with the students for the following 3 to 4 weeks.

Sessions 5, 6, 7: During these sessions teachers shared implementation strategies, demonstrated evidence, and collaboratively improved their action plans in order to refine and monitor student progress toward the SMART goal.

Session 8: Once enough time was given for the implementation of the action plan, the evaluation tool was again applied to measure the before and after, and the effectiveness of the action plan. Teachers analyzed the results aligned with their SMART goal. In this session, a celebration of success in the information analysis cycle was held, based on the results obtained in relation to the established SMART goal. As part of this celebration, teachers reflected on the next steps and generally start a new cycle, which allows them to continue the process in a cyclical and systematic way, generating new SMART goals and new action plans using the information collected through the evaluations of their students.

As a result, during the application of the new MAP test, it was possible to increase the level of students not only in the area of phonological awareness, but also the results in the reading area of these students were improved. based on performance by percentile comparing the same

generations before and after the implementation of the information analysis cycle, where it is verified that the percentage of students in the high level increased from 4% to 11% and the low level decreased from 30% to 14%, this being the highest percentage of evolution in this generation.

For first and second grade students the percentage in the high level increased by 5% and a decrease in the percentage of students in the low and low average levels was clearly observed with 7% and 6% respectively. For students who are currently in the third year of primary school, compared to the previous cycle, the number of students at a low level decreased from 44% to 28%, while the number of students at a high level increased by 9%.

In conclusion, this study shows that the implementation of Data analysis cycles as educational innovation has a favorable impact on management and planning as well as on the improvement of student results.