2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact: Data Overview Presentation
Reflection:
The artifact that I have decided to use for this standard is the Data Overview Presentation. I created the Data Overview Assignment during the summer of 2014 in ITEC 7305. This assignment looks at the last three years of achievement data from my school.
Standard 2.8, Data Analysis states, “Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.” This standard establishes the importance of using data to analyze student achievement.
In the Data Overview Assignment, I examine the data from my current school over the past three years. My current school has a history underachievement. The school has had low test scores for over ten years. In the school year 2013-2014, 93% of the staff was new. Together we worked hard and our school experienced the highest gains in the county. We had 11% gains in reading, 29% gains in math, and 40% gains in science.
From completing the Data Overview Presentation, I learned how important it is to look at data over time and not just year-to-year. Looking at data over time can give a clear view concerning the strengths and weaknesses of the school. A major weakness for our school is reading. For the past three years, reading has consistently received the lowest growth. One reason is that prior to this school year, our district had a “no fail” policy. Students were being promoted who did not have the proper skill set. Doing this negatively impacts data because students are being promoted who have not mastered skills at the previous grade level.
The work that went into developing this artifact impacts staff development. It impacts staff development because it identifies our areas of growth. We are very weak in the area of reading. Therefore, we need to work together to build a stronger reading program at the primary level. A major struggle that students seem to have is transitioning from learning to read in grades k-2 to reading to learn in grades 3-5. This can be determined by viewing the assessment data over the past three years.
The artifact that I have decided to use for this standard is the Data Overview Presentation. I created the Data Overview Assignment during the summer of 2014 in ITEC 7305. This assignment looks at the last three years of achievement data from my school.
Standard 2.8, Data Analysis states, “Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.” This standard establishes the importance of using data to analyze student achievement.
In the Data Overview Assignment, I examine the data from my current school over the past three years. My current school has a history underachievement. The school has had low test scores for over ten years. In the school year 2013-2014, 93% of the staff was new. Together we worked hard and our school experienced the highest gains in the county. We had 11% gains in reading, 29% gains in math, and 40% gains in science.
From completing the Data Overview Presentation, I learned how important it is to look at data over time and not just year-to-year. Looking at data over time can give a clear view concerning the strengths and weaknesses of the school. A major weakness for our school is reading. For the past three years, reading has consistently received the lowest growth. One reason is that prior to this school year, our district had a “no fail” policy. Students were being promoted who did not have the proper skill set. Doing this negatively impacts data because students are being promoted who have not mastered skills at the previous grade level.
The work that went into developing this artifact impacts staff development. It impacts staff development because it identifies our areas of growth. We are very weak in the area of reading. Therefore, we need to work together to build a stronger reading program at the primary level. A major struggle that students seem to have is transitioning from learning to read in grades k-2 to reading to learn in grades 3-5. This can be determined by viewing the assessment data over the past three years.