Standard 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 presentation
Reflection:
This artifact, a data overview presentation, was created in ITEC 7305 Data Analysis and School Improvement during the Spring 2020 semester. The data for this presentation was comprised of three years of grades 3-5 Georgia Milestones end of grade (EOG) Assessment math scores from Poole Elementary in addition to other relevant factors, including enrollment. Based on the data results, third grade English Language Arts (ELA) and math scores became the pressing issue to focus on.
Throughout this artifact, I modeled using several digital resources to collect data on Poole’s third through fifth-grade students. I used the Governor’s Office of Student Achievement website (https://gosa.georgia.gov/) to collect the data needed to complete the presentation. I began to analyze the data and use Microsoft Excel to interpret the data using the graphical tools. After the completion of the presentation, I communicated the results to my administrators. At the end of my data overview presentation, I facilitated discussion points for the administrative team to consider on the ‘Next Steps’ slide for the implementation of appropriate interventions to improve instructional practice and maximize student learning based on the results of the data overview.
The process of creating this artifact gave me additional experience and insight into the performance of Poole Elementary when it comes to reviewing the past three years of GMA data. I have a newfound respect for data collection and preparation. Collecting the data and creating graphs and a presentation was lengthy in time, but well worth the experience. One thing I would have done differently would have been to actually present my hard work to the staff at Poole Elementary. Due to unforeseen circumstances, schools were closed, and I was unable to present this information to my school. I did send it to the administration, and we discussed the information together.
This artifact impacts both school improvement and faculty development. Without this presentation, teachers would not know about the data. Having access to this data makes them aware of our strengths, weaknesses, and information about subgroup performance. When reviewing the data, teachers are able to focus on the areas we need improvement and create lessons for those areas, which benefits school improvement as well as faculty development.
This artifact, a data overview presentation, was created in ITEC 7305 Data Analysis and School Improvement during the Spring 2020 semester. The data for this presentation was comprised of three years of grades 3-5 Georgia Milestones end of grade (EOG) Assessment math scores from Poole Elementary in addition to other relevant factors, including enrollment. Based on the data results, third grade English Language Arts (ELA) and math scores became the pressing issue to focus on.
Throughout this artifact, I modeled using several digital resources to collect data on Poole’s third through fifth-grade students. I used the Governor’s Office of Student Achievement website (https://gosa.georgia.gov/) to collect the data needed to complete the presentation. I began to analyze the data and use Microsoft Excel to interpret the data using the graphical tools. After the completion of the presentation, I communicated the results to my administrators. At the end of my data overview presentation, I facilitated discussion points for the administrative team to consider on the ‘Next Steps’ slide for the implementation of appropriate interventions to improve instructional practice and maximize student learning based on the results of the data overview.
The process of creating this artifact gave me additional experience and insight into the performance of Poole Elementary when it comes to reviewing the past three years of GMA data. I have a newfound respect for data collection and preparation. Collecting the data and creating graphs and a presentation was lengthy in time, but well worth the experience. One thing I would have done differently would have been to actually present my hard work to the staff at Poole Elementary. Due to unforeseen circumstances, schools were closed, and I was unable to present this information to my school. I did send it to the administration, and we discussed the information together.
This artifact impacts both school improvement and faculty development. Without this presentation, teachers would not know about the data. Having access to this data makes them aware of our strengths, weaknesses, and information about subgroup performance. When reviewing the data, teachers are able to focus on the areas we need improvement and create lessons for those areas, which benefits school improvement as well as faculty development.