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 and Presentation
Reflection:
The Data Overview is a presentation that gives a brief summary of the student achievement results at my school, Russell Elementary. The presentation includes information about my school's demographics, subgroups, and results from the Georgia Milestones. The presentation goes on to explore trends in our feeder schools and compare Russell's data to the district and state levels. The presentation highlights my school's strengths and weaknesses. It concludes with a summary of findings and questions to consider for the next steps to improving the school's performance and students' achievement.
Standards 2.8 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.” I modeled and facilitated the effective use of digital tools and resources to collect student achievement data by gathering information from the Governor’s Office of Student Achievement (GOSA) website. From there, I was able to pinpoint and review my school’s Georgia Milestones achievement results for the past three years. This website helped me to filter results in order to gather information about student subgroups such as race, SES, language, and ability levels. I communicated the use of digital tools by analyzing the results that I obtained from the GOSA website into line and bar graphs and pie graphs and putting my findings into a PowerPoint presentation and presenting it to my colleagues.
Creating this artifact gave me the chance to step into the role of a technology leader and explore the use of technology in data analytics to improve students' and school's performance. Creating this artifact also gave me the opportunity to discover a website that house vital information about each school within my state achievement results. To improve the quality of the artifact, I would not have just used the Georgia Milestone's data, but I would have also looked at the data from the last three years from a writing program that my school uses called Write Score. I think doing so would help me set explicit goals for improving ELA. I also would have shared this data with other grade levels.
The work that went into creating this artifact not impact school improvement, but it also impacts faculty development and student learning. Due to the presentation, the second-grade teachers know what areas that our students lack when going to third grade, so we were able to come up with strategies to improve their learning. As a result, our school's performance and students' achievement will increase. This impact can be assessed through teacher lesson plans, formative, summative assessments, and comprehensive assessments such as the Georgia Milestones.
The Data Overview is a presentation that gives a brief summary of the student achievement results at my school, Russell Elementary. The presentation includes information about my school's demographics, subgroups, and results from the Georgia Milestones. The presentation goes on to explore trends in our feeder schools and compare Russell's data to the district and state levels. The presentation highlights my school's strengths and weaknesses. It concludes with a summary of findings and questions to consider for the next steps to improving the school's performance and students' achievement.
Standards 2.8 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.” I modeled and facilitated the effective use of digital tools and resources to collect student achievement data by gathering information from the Governor’s Office of Student Achievement (GOSA) website. From there, I was able to pinpoint and review my school’s Georgia Milestones achievement results for the past three years. This website helped me to filter results in order to gather information about student subgroups such as race, SES, language, and ability levels. I communicated the use of digital tools by analyzing the results that I obtained from the GOSA website into line and bar graphs and pie graphs and putting my findings into a PowerPoint presentation and presenting it to my colleagues.
Creating this artifact gave me the chance to step into the role of a technology leader and explore the use of technology in data analytics to improve students' and school's performance. Creating this artifact also gave me the opportunity to discover a website that house vital information about each school within my state achievement results. To improve the quality of the artifact, I would not have just used the Georgia Milestone's data, but I would have also looked at the data from the last three years from a writing program that my school uses called Write Score. I think doing so would help me set explicit goals for improving ELA. I also would have shared this data with other grade levels.
The work that went into creating this artifact not impact school improvement, but it also impacts faculty development and student learning. Due to the presentation, the second-grade teachers know what areas that our students lack when going to third grade, so we were able to come up with strategies to improve their learning. As a result, our school's performance and students' achievement will increase. This impact can be assessed through teacher lesson plans, formative, summative assessments, and comprehensive assessments such as the Georgia Milestones.