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. (PSC 2.8/ISTE 2h)
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. (PSC 2.8/ISTE 2h)
Reflection
During the 2015-2016 school year, Harbins Elementary decided to purchase an education software product called Education Galaxy. This artifact is a report generated from a small class of 3rd grade Math intervention students that I taught for an EIP segment each morning. This data report represents the class performance across Math strands, and I additionally drilled down to student-level data on specific Math strands.
When I accessed this report, I created a screencast to help other teachers at my school to find the same report and analyze the result. I looked at strands to identify class trends, and planned whole-group and small-group intervention lessons based on the lowest strands and standards, Additionally, I viewed individual student data to identify strong and weak strands, and made modifications to the program and to my one-on-one time with students to address their weakest areas. These results were communicated with parents, classroom teachers, and the SST coordinator through a series of Student Support Team A meetings with each student throughout the year.
During the process of completing this artifact, I learned a lot about the specific mathematics knowledge of my students. I also learned that it can be difficult to identify the most effective and actionable data reports from a selection of many different reports. Also, the quality of the data can be limited by student effort. If I had to implement this software program for data gathering purposes again, I would have more incentives for my students to increase their effort and make the mathematics data I gathered more reliable. I would also set more specific, short-term goals for students to involve them in their own learning.
As part of the Education Galaxy roll-out, I modeled many of the student and teacher tools for our teachers at a professional learning session. Sharing my student data reports with them gave them a clear picture of which data reports were more useful than others. I shared many of my interventions with the classroom teachers of my students, contributing to their growth as professionals in student intervention.
When I accessed this report, I created a screencast to help other teachers at my school to find the same report and analyze the result. I looked at strands to identify class trends, and planned whole-group and small-group intervention lessons based on the lowest strands and standards, Additionally, I viewed individual student data to identify strong and weak strands, and made modifications to the program and to my one-on-one time with students to address their weakest areas. These results were communicated with parents, classroom teachers, and the SST coordinator through a series of Student Support Team A meetings with each student throughout the year.
During the process of completing this artifact, I learned a lot about the specific mathematics knowledge of my students. I also learned that it can be difficult to identify the most effective and actionable data reports from a selection of many different reports. Also, the quality of the data can be limited by student effort. If I had to implement this software program for data gathering purposes again, I would have more incentives for my students to increase their effort and make the mathematics data I gathered more reliable. I would also set more specific, short-term goals for students to involve them in their own learning.
As part of the Education Galaxy roll-out, I modeled many of the student and teacher tools for our teachers at a professional learning session. Sharing my student data reports with them gave them a clear picture of which data reports were more useful than others. I shared many of my interventions with the classroom teachers of my students, contributing to their growth as professionals in student intervention.