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)
Artifact:
ITEC 7305 - Data Overview
Reflection:
This artifact includes the Data Overview, which was developed in conjunction with the requirements of ITEC 7305. My contribution was the data research and collection, analysis and interpretation of my school’s student achievement data from the state of Georgia’s Criterion Referenced Competency Test (CRCT 2013 – 2014). The artifact involved use of spreadsheets for collection, graphing and analysis, followed by synthesizing this data into a presentation format. The presentation includes a concise summary or the results and demographic data depicted graphically in charts and graphs. The artifact will be used in communicating the findings with the staff, and for implementing appropriate interventions to improve our school’s instructional practice
The artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze and interpret student achievement data. The artifact demonstrates use of various digital school resources, communication with administrators and data bases to collect CRCT data on school and district performance and demographic changes over the last three years. Once collected, the data was copied into Excel spreadsheets, and analysis tools were used to complete an analysis the data. Charts and graphs were constructed in Excel to assist in this analysis, and these visuals will also be useful in the sharing of the data with others. This analysis allowed an interpretation of our school’s student achievement to include strengths, weaknesses, and changes over time. Interpretation additionally provided a comparison of our schools performance results with the results of the district and state. Also completed, but not included in the scope of this artifact, was the collection, analysis and interpretation of the results of my own students.
As school reconvenes and a Data Team is established, the collection, analysis, and interpretation of the CRCT results will continue in a collaborative fashion using the knowledge gained while completing this artifact. My knowledge and skills will be demonstrated in facilitating team dialogue around the data, and will facilitate the Using Data Process (UDP), to build a foundation for a data focus, identify gaps in student learning, determine and verify the causes for deficiencies, generate solutions, and finally implement and monitor results (Love, Stiles, Mundry, & DiRanna, 2008).
This artifact reflection demonstrates my ability to model and facilitate the use of digital tools and resources to communicate the findings. The artifact demonstrates the content of the presentation to be communicated with the school’s leadership and faculty. It includes relevant graphical displays that demonstrate “going visual” to assist in the understanding and interpretation of the data (Love, Stiles, Mundry, & DiRanna, 2008, p. 74). Also included will be a clear and concise summary of the student achievement results with interpretations provided in common language. Strengths and weaknesses will be highlighted, along with some areas needing improvement. Additionally, communication of the disaggregated CRCT data will continue as a part of the data team initiative. The communication of the data within the Data Team will be planned and orchestrated using the approach in a collaborative setting (Love, Stiles, Mundry, & DiRanna, 2008). As the data is being shared, the members will predict to raise assumptions, perceptions and beliefs about the data. We will use visual charts and graphs to foster ownership, understanding and engagement. Observations will be shared that will focus on the facts seen in the data, and inferences will be drawn from the data. The communication will then become a collective effort to identify, verify and determine solutions for student learning problems using the UDP.
This artifact reflection demonstrates my ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning. Causes to student learning problems must first be verified using research, local data and evidence gathered. The Data Coach and Data Team’s will collaboratively use these findings to create an implementation action plan to achieve the student learning goal. The action plan will spell out the SMART (specific, measurable, attainable, relevant and time-bound) goals to be addressed, the strategies used to reach our goals, outcomes we expect to achieve and monitoring tools. Specific actions will be identified, person(s) responsible and by when, the resources including funding required, expected outcomes, monitoring tools and person(s) responsible for monitoring and by when. Monitoring will be a critical piece to the implementation to know how well the strategies for improvement are being implemented and whether or not the outcomes are being accomplished. Evidence will be gathered as we monitor the outcomes in order to make any needed changes or improvement during implementation. The process of implementation is fluid to reflect the changing needs of the organization. We will be flexible to make needed adjustments throughout the implementation.
In creation and use of this artifact I learned the value of having a systematic way of collecting, analyzing and interpreting data. I learned the UDP methodology and many other tools and helpful strategies in the Data Coach’s Guide. I learned how to better use Excel for analysis and chart making. Finally I learned how to effectively communicate and implement the data findings in a collaborative fashion using the Data Team idea. To improve the quality of this artifact I would provide additional interpretation on some of the data and format some of the graphs differently to provide a variety. I will work on clarity of the verbal descriptions of the data to be sure it is more easily understood.
The work that went into creating this artifact will positively impact student learning. The use of the data, as this artifact and reflection illustrate, will assist in identifying student learning problems. As causes of the problems are verified and solutions generated, action steps will be taken to improve learning. The impact on student learning will be assessed in the completion of the various formative and summative assessments and observations. Teacher practice will likely be positively impacted as instructional strategies are potentially changed based on the data. Teacher practice will be assessed via observations, surveys, artifacts, and as a part of the TKES process.
Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach's guide to improving learning for all
students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin Press.
The artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze and interpret student achievement data. The artifact demonstrates use of various digital school resources, communication with administrators and data bases to collect CRCT data on school and district performance and demographic changes over the last three years. Once collected, the data was copied into Excel spreadsheets, and analysis tools were used to complete an analysis the data. Charts and graphs were constructed in Excel to assist in this analysis, and these visuals will also be useful in the sharing of the data with others. This analysis allowed an interpretation of our school’s student achievement to include strengths, weaknesses, and changes over time. Interpretation additionally provided a comparison of our schools performance results with the results of the district and state. Also completed, but not included in the scope of this artifact, was the collection, analysis and interpretation of the results of my own students.
As school reconvenes and a Data Team is established, the collection, analysis, and interpretation of the CRCT results will continue in a collaborative fashion using the knowledge gained while completing this artifact. My knowledge and skills will be demonstrated in facilitating team dialogue around the data, and will facilitate the Using Data Process (UDP), to build a foundation for a data focus, identify gaps in student learning, determine and verify the causes for deficiencies, generate solutions, and finally implement and monitor results (Love, Stiles, Mundry, & DiRanna, 2008).
This artifact reflection demonstrates my ability to model and facilitate the use of digital tools and resources to communicate the findings. The artifact demonstrates the content of the presentation to be communicated with the school’s leadership and faculty. It includes relevant graphical displays that demonstrate “going visual” to assist in the understanding and interpretation of the data (Love, Stiles, Mundry, & DiRanna, 2008, p. 74). Also included will be a clear and concise summary of the student achievement results with interpretations provided in common language. Strengths and weaknesses will be highlighted, along with some areas needing improvement. Additionally, communication of the disaggregated CRCT data will continue as a part of the data team initiative. The communication of the data within the Data Team will be planned and orchestrated using the approach in a collaborative setting (Love, Stiles, Mundry, & DiRanna, 2008). As the data is being shared, the members will predict to raise assumptions, perceptions and beliefs about the data. We will use visual charts and graphs to foster ownership, understanding and engagement. Observations will be shared that will focus on the facts seen in the data, and inferences will be drawn from the data. The communication will then become a collective effort to identify, verify and determine solutions for student learning problems using the UDP.
This artifact reflection demonstrates my ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning. Causes to student learning problems must first be verified using research, local data and evidence gathered. The Data Coach and Data Team’s will collaboratively use these findings to create an implementation action plan to achieve the student learning goal. The action plan will spell out the SMART (specific, measurable, attainable, relevant and time-bound) goals to be addressed, the strategies used to reach our goals, outcomes we expect to achieve and monitoring tools. Specific actions will be identified, person(s) responsible and by when, the resources including funding required, expected outcomes, monitoring tools and person(s) responsible for monitoring and by when. Monitoring will be a critical piece to the implementation to know how well the strategies for improvement are being implemented and whether or not the outcomes are being accomplished. Evidence will be gathered as we monitor the outcomes in order to make any needed changes or improvement during implementation. The process of implementation is fluid to reflect the changing needs of the organization. We will be flexible to make needed adjustments throughout the implementation.
In creation and use of this artifact I learned the value of having a systematic way of collecting, analyzing and interpreting data. I learned the UDP methodology and many other tools and helpful strategies in the Data Coach’s Guide. I learned how to better use Excel for analysis and chart making. Finally I learned how to effectively communicate and implement the data findings in a collaborative fashion using the Data Team idea. To improve the quality of this artifact I would provide additional interpretation on some of the data and format some of the graphs differently to provide a variety. I will work on clarity of the verbal descriptions of the data to be sure it is more easily understood.
The work that went into creating this artifact will positively impact student learning. The use of the data, as this artifact and reflection illustrate, will assist in identifying student learning problems. As causes of the problems are verified and solutions generated, action steps will be taken to improve learning. The impact on student learning will be assessed in the completion of the various formative and summative assessments and observations. Teacher practice will likely be positively impacted as instructional strategies are potentially changed based on the data. Teacher practice will be assessed via observations, surveys, artifacts, and as a part of the TKES process.
Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach's guide to improving learning for all
students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin Press.