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
Reflection:
Standard 2.8: Data Analysis
The Data Overview was created for the Data Analysis and School Improvement course. The purpose of the assignment was to collect, analyze, and interpret three to five years of longitudinal demographic and student achievement data. Further, the Data Overview required ITEC candidates to synthesize findings into a concise summary telling a story of strengths, weaknesses, and key areas of focus for academic improvement. Findings were to be conveyed graphically via a PowerPoint and video presentation and in such a way that the findings were easily comprehensible to a variety of stakeholders. Through collaboration with my former and current principal, I was able to construct a narrative detailed student performance at Buford Elementary for the three previous years.
This artifact demonstrates mastery of the Data Analysis standard and its completion indicates that I have the knowledge, skills, and dispositions of a Data Coach. Completion of the Data Overview required that I collect, analyze, and interpret student achievement data, which in the case of Buford Elementary involved looking at STAR Benchmark Assessments results. Further, because trends are determined with at least three to five years of data, I had to drill down farther into the past and analyze past CRCT student performance data. This was due to the fact that the Milestones were recently implemented and because K and 1 do not take the Milestones assessments.
The Data Analysis and School Improvement class was a very important piece of my Instructional Technology training. By completing the Data Overview, I effectively modeled and facilitated the use of digital tools and resources such as Microsoft Excel to collect, analyze, and interpret student achievement data. Further, for the project’s completion I had to collaborate with my school’s registrar to isolate and find pertinent demographic data from Power School which is the current Learning Management System used at Buford Elementary School. The knowledge and skills that I acquired from synthesizing findings into a concise visual narrative demonstrate my abilities to model and facilitate the use of digital tools and resources to communicate findings.
In retrospect, I would do one thing differently with the Data Overview presentation. I remember at the time noticing that I relied heavily on bar graphs. I think this was primarily because bar graphs are visually the types of graphs that I can understand and much of the data translated easily into bar graphs. I feel as if I used this type of visual too much in the Data Overview and I would utilize different graph types if I were to revisit making a Data Overview in the future. Through the course of the Data Overview project’s creation, I made sure to collaborate with my principal and have her check on my progress. Upon completion of the Data Overview, I shared the final presentation with my principal. Because of this, the impact can be assessed as I shared findings immediately with my administration. The findings shed light on the need for my principal to begin looking for a replacement to our current math benchmark assessment. Overall, I think the Data Overview was successful because it immediately impacted the course Buford Elementary will take next year as we are researching suitable replacements for our current math benchmark assessment. For these reasons, I feel the artifact demonstrates my mastery of the Data Analysis standard and my abilities to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning.
Standard 2.8: Data Analysis
The Data Overview was created for the Data Analysis and School Improvement course. The purpose of the assignment was to collect, analyze, and interpret three to five years of longitudinal demographic and student achievement data. Further, the Data Overview required ITEC candidates to synthesize findings into a concise summary telling a story of strengths, weaknesses, and key areas of focus for academic improvement. Findings were to be conveyed graphically via a PowerPoint and video presentation and in such a way that the findings were easily comprehensible to a variety of stakeholders. Through collaboration with my former and current principal, I was able to construct a narrative detailed student performance at Buford Elementary for the three previous years.
This artifact demonstrates mastery of the Data Analysis standard and its completion indicates that I have the knowledge, skills, and dispositions of a Data Coach. Completion of the Data Overview required that I collect, analyze, and interpret student achievement data, which in the case of Buford Elementary involved looking at STAR Benchmark Assessments results. Further, because trends are determined with at least three to five years of data, I had to drill down farther into the past and analyze past CRCT student performance data. This was due to the fact that the Milestones were recently implemented and because K and 1 do not take the Milestones assessments.
The Data Analysis and School Improvement class was a very important piece of my Instructional Technology training. By completing the Data Overview, I effectively modeled and facilitated the use of digital tools and resources such as Microsoft Excel to collect, analyze, and interpret student achievement data. Further, for the project’s completion I had to collaborate with my school’s registrar to isolate and find pertinent demographic data from Power School which is the current Learning Management System used at Buford Elementary School. The knowledge and skills that I acquired from synthesizing findings into a concise visual narrative demonstrate my abilities to model and facilitate the use of digital tools and resources to communicate findings.
In retrospect, I would do one thing differently with the Data Overview presentation. I remember at the time noticing that I relied heavily on bar graphs. I think this was primarily because bar graphs are visually the types of graphs that I can understand and much of the data translated easily into bar graphs. I feel as if I used this type of visual too much in the Data Overview and I would utilize different graph types if I were to revisit making a Data Overview in the future. Through the course of the Data Overview project’s creation, I made sure to collaborate with my principal and have her check on my progress. Upon completion of the Data Overview, I shared the final presentation with my principal. Because of this, the impact can be assessed as I shared findings immediately with my administration. The findings shed light on the need for my principal to begin looking for a replacement to our current math benchmark assessment. Overall, I think the Data Overview was successful because it immediately impacted the course Buford Elementary will take next year as we are researching suitable replacements for our current math benchmark assessment. For these reasons, I feel the artifact demonstrates my mastery of the Data Analysis standard and my abilities to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning.