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: Data Overview
Reflection:
During the fall semester of 2020, I created a Data Overview for ITEC 7305 Data Analysis and School Improvement course. For the presentation, I created an analysis and various data displays by locating and reviewing demographic and student achievement data for my school on the state Milestones Assessments. I chose to focus on the Algebra 1 and Geometry assessments over the course of the previous three years, but I also included analysis of student demographics, enrollment, attendance, and discipline. I created graphics to help visually display the findings from the data and used the presentation to discuss strengths and weaknesses within the Math Milestones data to determine the future needs of the school. The presentation was designed to be shared with the 9-12 Math teachers whose content area data was being analyzed. It was completed individually.
Standard 2.8 Data Analysis established expectations to 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. In creating this artifact, I was able to model and facilitate to 9-12 Math content teachers the importance of effectively using digital tools to collect, analyze, and interpret student achievement data from the GA Milestones Assessment. I collected data from the previous three years and used it to analyze and interpret areas of strength and weaknesses within the math content domains and in consideration of possible factors such as demographics, socioeconomic status, disability, language, and attendance. I then organized the data into various graphical displays in a PowerPoint presentation to communicate the findings to content teachers and other stakeholders. Since one of the biggest areas of opportunity was in demonstrating mastery among English Language Learners, our teams decided to promote ESOL awareness initiatives and focus on strategies for improving test taking skills. Another area of opportunity was related to chronic absenteeism. In response, the team suggested providing blended and online opportunities for absent students by making lessons more readily available on Google Classroom. This implementation of appropriate interventions, using digital tools and resources, would result in an effort to improve instructional practice and maximize student learning.
From this artifact, I learned that I am an effective data analyst and that I enjoy exploring and interpreting data. I was also able to experience, from a sub-administrative perspective, the work that precedes instructional focus initiatives in strategic planning. As a math teacher, I had always been aware of results of standardized tests for my students but creating the Data Overview really took me in depth in analyzing why the results may be as they are. It is very important to use the data available to us to promote positive change and develop strategies that help our students become successful. To improve this artifact or process, I would have liked to work with a team at my school, to analyze standardized assessment results for each content area, rather than just focusing on Math. This would have allowed me to present the Data Overview to more faculty members, as it would have been relevant to them as well. When teachers see meaningful data in easy-to-read graphics, they are more motivated to recognize weaknesses and explore strategies for progress.
The creation of this artifact impacted school improvement and student learning in a few ways. The Data Overview helped identify areas of strengths and weaknesses, which led to developing strategies to improve learning outcomes for students. The presentation allowed the Math team to see where additional support and intervention is needed. The impact of this artifact could be assessed through further analysis and comparison of future data from the Georgia Milestones math assessments. If we begin to implement the identified interventions, we should see an increase in scores among our targeted areas of opportunity.
During the fall semester of 2020, I created a Data Overview for ITEC 7305 Data Analysis and School Improvement course. For the presentation, I created an analysis and various data displays by locating and reviewing demographic and student achievement data for my school on the state Milestones Assessments. I chose to focus on the Algebra 1 and Geometry assessments over the course of the previous three years, but I also included analysis of student demographics, enrollment, attendance, and discipline. I created graphics to help visually display the findings from the data and used the presentation to discuss strengths and weaknesses within the Math Milestones data to determine the future needs of the school. The presentation was designed to be shared with the 9-12 Math teachers whose content area data was being analyzed. It was completed individually.
Standard 2.8 Data Analysis established expectations to 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. In creating this artifact, I was able to model and facilitate to 9-12 Math content teachers the importance of effectively using digital tools to collect, analyze, and interpret student achievement data from the GA Milestones Assessment. I collected data from the previous three years and used it to analyze and interpret areas of strength and weaknesses within the math content domains and in consideration of possible factors such as demographics, socioeconomic status, disability, language, and attendance. I then organized the data into various graphical displays in a PowerPoint presentation to communicate the findings to content teachers and other stakeholders. Since one of the biggest areas of opportunity was in demonstrating mastery among English Language Learners, our teams decided to promote ESOL awareness initiatives and focus on strategies for improving test taking skills. Another area of opportunity was related to chronic absenteeism. In response, the team suggested providing blended and online opportunities for absent students by making lessons more readily available on Google Classroom. This implementation of appropriate interventions, using digital tools and resources, would result in an effort to improve instructional practice and maximize student learning.
From this artifact, I learned that I am an effective data analyst and that I enjoy exploring and interpreting data. I was also able to experience, from a sub-administrative perspective, the work that precedes instructional focus initiatives in strategic planning. As a math teacher, I had always been aware of results of standardized tests for my students but creating the Data Overview really took me in depth in analyzing why the results may be as they are. It is very important to use the data available to us to promote positive change and develop strategies that help our students become successful. To improve this artifact or process, I would have liked to work with a team at my school, to analyze standardized assessment results for each content area, rather than just focusing on Math. This would have allowed me to present the Data Overview to more faculty members, as it would have been relevant to them as well. When teachers see meaningful data in easy-to-read graphics, they are more motivated to recognize weaknesses and explore strategies for progress.
The creation of this artifact impacted school improvement and student learning in a few ways. The Data Overview helped identify areas of strengths and weaknesses, which led to developing strategies to improve learning outcomes for students. The presentation allowed the Math team to see where additional support and intervention is needed. The impact of this artifact could be assessed through further analysis and comparison of future data from the Georgia Milestones math assessments. If we begin to implement the identified interventions, we should see an increase in scores among our targeted areas of opportunity.