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:
green._morgan._data_overivew.pdf | |
File Size: | 954 kb |
File Type: |
Reflection:
The Data Overview was completed to examine the U.S. History and Economics End of Course (EOC) test results from Creekview High School compared to the district and state scores. Through this analysis, areas of strengths and improvements were identified, and possible action steps were proposed. This was created for the U.S. History and Economic teachers to benefit from and give them the data for them examine these results. I created the Data Overview presentation with some assistance and consultation with our instructional lead specialist (ILS) who helped me find some of the data such as demographics and enrollment. The goal is for these teachers to use this analysis to discuss in their weekly professional learning community (PLC) meetings to see what methods they have been using and what new techniques they should consider improving their scores on the EOC.
Standard 2.8, Data Analysis provided me the opportunity 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. Through the development of the Data Overview, I was able to provide our ILS, Principal, selected social studies teachers with an in-depth overview of our trends in U.S. History and Economics on the EOCs. Typically, once the results are ready, teachers receive information about how students performed and then they examine those results in an isolated case. With the data overview, it allows those teachers to see trends and compare ourselves to the district and state levels to see where we have gaps and areas of strengths and improvements. To begin, I collected all the data from the past three years at each level, school, district, and state. I created charts using Excel to show this information graphically for the Data Overview. I once I created the charts I was able to easily analyze the data and start to see the trends over time. I used the graphs I created along with graphs that have already been produced through CCRPI, our district, and school to compare. I collected and analyzed Creekview’s faculty and student demographics. Through this examination, I discovered that our faculty members demographic mirror the student’s demographic. I collected this information to provide an overview to the audience about Creekview’s students and faculty members. I compiled all of this information into a PowerPoint that was then turned into an Office Mix to host on YouTube as a way of communicating my findings. As I am continuing to add to my presentation, I drilled into the data of the EOC in the areas of Economics and U.S. History. I analyzed the data that I collected from various sources to breakdown comparisons in these two subject areas and across a three year period. Through this analysis, I interpreted the results into two categories- strengths and areas of improvement. As for strengths, Creekview’s graduation rate increased, our Economic EOC scores improved, and Creekview’s scores in both Economics and U.S. History are higher than the district and state scores. When examining areas of improvement the biggest factor in improving the subpopulation group scores for U.S. History the group is students with disability and Hispanics and for Economics it is students with disabilities. Through the interpretation of the results, I was able to draw these conclusions and create action steps to target the areas of improvement by implementing appropriate interventions. For the students with disabilities, I recommend that the U.S. History and Economic teachers consider what techniques and strategies that other high schools in our district and state are doing to improve these scores. I suggested reaching out to PLCs in these areas to collaborate on how they reach this subpopulation. For Hispanics in U.S. History, I recommended these teachers communicate with the economic teachers because they are meeting the proficient scores in this subpopulation. It would be beneficial because these students take U.S. History first and then the following year take economics so when interpreting the results, I am able to see how this group performs over time. By implementing appropriate intervention such as these, we should be able to improve our EOC scores. As a social studies department, I advocated for developing a system in which data will be reviewed and discussed in PLC meetings, create instructional tools for teachers to reference and use in their classroom. Seeing as these subpopulation groups are consistent areas for improvement, I would suggest U.S. History and Economic teachers attending training on how to better serve these learners. As a department, there needs to be the creation of short-term and long-term goals through the year to improve student achievement. Once I compiled all of this information into the PowerPoint presentation, I communicated with our principal, ILS, social student department head, and PLC leaders in U.S. History and Economics. In these discussions, I shared all of the analysis with them, the possible interventions and interpretations of the data so that we can work on implementing these strategies in our classroom.
Completing the Data Overview provided faculty members vital data analysis that is geared toward student improvement through their EOC scores in Economics and U.S. History. I learned how to collect, analyze, and interpret that data and track trends over time to provide a comprehensible report and assessment of our strengths and areas for improvement. I learned how to present this information in a way that shows the audience the big picture before drilling down into the specific data. This gives them all of the information that they need to know in order to understand the data. To further improve the Data Overview, I would want to present this information to all of the stakeholders (principal, social studies department head, ILS, and Economic and U.S. History teachers) at one meeting so that we can have a candid conversation of ways we could improve instead of having individual discussions. I believe that we could all benefit from this information and work through the implementation phase together.
This artifact impacts student learning, faculty development, and school improvement. Through the Data Overview, the faculty members in Economics and U.S. History are able to assess their teaching strategies and techniques and learn how to improve their EOC scores for this upcoming year. These teachers are able to take the information from my presentation and use the action steps to implement them to improve student learning. By adjusting their strategies, student learning will show improvement. I expect to see improvement in the upcoming test that the students will begin in April 2018. The teachers have since adjusted their strategies and are discussing the data and tools in their PLC groups and in the classroom, student learning in showing improvement. By “integrating the action plan into ongoing school work” like their PLC meeting, this will provide teachers the ability to implement these strategies easier and keep the conversation going through the school week (Boudett, 2015, p. 173). Considering that these scores are used to compare Creekview to the district and state levels, this will further advance our school improvement and close our gaps in these subpopulation groups. These can be assessed once the test results for the 2017-2018 school year have been compiled after the testing season.
Reference
Boudett, K. P., E.A. City and R. J. Murname. (2013) Data Wise: A Step‐By‐Step Guide to Using Assessment Results to Improve Teaching and Learning—Revised and Expanded Edition. Harvard Education Press.
The Data Overview was completed to examine the U.S. History and Economics End of Course (EOC) test results from Creekview High School compared to the district and state scores. Through this analysis, areas of strengths and improvements were identified, and possible action steps were proposed. This was created for the U.S. History and Economic teachers to benefit from and give them the data for them examine these results. I created the Data Overview presentation with some assistance and consultation with our instructional lead specialist (ILS) who helped me find some of the data such as demographics and enrollment. The goal is for these teachers to use this analysis to discuss in their weekly professional learning community (PLC) meetings to see what methods they have been using and what new techniques they should consider improving their scores on the EOC.
Standard 2.8, Data Analysis provided me the opportunity 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. Through the development of the Data Overview, I was able to provide our ILS, Principal, selected social studies teachers with an in-depth overview of our trends in U.S. History and Economics on the EOCs. Typically, once the results are ready, teachers receive information about how students performed and then they examine those results in an isolated case. With the data overview, it allows those teachers to see trends and compare ourselves to the district and state levels to see where we have gaps and areas of strengths and improvements. To begin, I collected all the data from the past three years at each level, school, district, and state. I created charts using Excel to show this information graphically for the Data Overview. I once I created the charts I was able to easily analyze the data and start to see the trends over time. I used the graphs I created along with graphs that have already been produced through CCRPI, our district, and school to compare. I collected and analyzed Creekview’s faculty and student demographics. Through this examination, I discovered that our faculty members demographic mirror the student’s demographic. I collected this information to provide an overview to the audience about Creekview’s students and faculty members. I compiled all of this information into a PowerPoint that was then turned into an Office Mix to host on YouTube as a way of communicating my findings. As I am continuing to add to my presentation, I drilled into the data of the EOC in the areas of Economics and U.S. History. I analyzed the data that I collected from various sources to breakdown comparisons in these two subject areas and across a three year period. Through this analysis, I interpreted the results into two categories- strengths and areas of improvement. As for strengths, Creekview’s graduation rate increased, our Economic EOC scores improved, and Creekview’s scores in both Economics and U.S. History are higher than the district and state scores. When examining areas of improvement the biggest factor in improving the subpopulation group scores for U.S. History the group is students with disability and Hispanics and for Economics it is students with disabilities. Through the interpretation of the results, I was able to draw these conclusions and create action steps to target the areas of improvement by implementing appropriate interventions. For the students with disabilities, I recommend that the U.S. History and Economic teachers consider what techniques and strategies that other high schools in our district and state are doing to improve these scores. I suggested reaching out to PLCs in these areas to collaborate on how they reach this subpopulation. For Hispanics in U.S. History, I recommended these teachers communicate with the economic teachers because they are meeting the proficient scores in this subpopulation. It would be beneficial because these students take U.S. History first and then the following year take economics so when interpreting the results, I am able to see how this group performs over time. By implementing appropriate intervention such as these, we should be able to improve our EOC scores. As a social studies department, I advocated for developing a system in which data will be reviewed and discussed in PLC meetings, create instructional tools for teachers to reference and use in their classroom. Seeing as these subpopulation groups are consistent areas for improvement, I would suggest U.S. History and Economic teachers attending training on how to better serve these learners. As a department, there needs to be the creation of short-term and long-term goals through the year to improve student achievement. Once I compiled all of this information into the PowerPoint presentation, I communicated with our principal, ILS, social student department head, and PLC leaders in U.S. History and Economics. In these discussions, I shared all of the analysis with them, the possible interventions and interpretations of the data so that we can work on implementing these strategies in our classroom.
Completing the Data Overview provided faculty members vital data analysis that is geared toward student improvement through their EOC scores in Economics and U.S. History. I learned how to collect, analyze, and interpret that data and track trends over time to provide a comprehensible report and assessment of our strengths and areas for improvement. I learned how to present this information in a way that shows the audience the big picture before drilling down into the specific data. This gives them all of the information that they need to know in order to understand the data. To further improve the Data Overview, I would want to present this information to all of the stakeholders (principal, social studies department head, ILS, and Economic and U.S. History teachers) at one meeting so that we can have a candid conversation of ways we could improve instead of having individual discussions. I believe that we could all benefit from this information and work through the implementation phase together.
This artifact impacts student learning, faculty development, and school improvement. Through the Data Overview, the faculty members in Economics and U.S. History are able to assess their teaching strategies and techniques and learn how to improve their EOC scores for this upcoming year. These teachers are able to take the information from my presentation and use the action steps to implement them to improve student learning. By adjusting their strategies, student learning will show improvement. I expect to see improvement in the upcoming test that the students will begin in April 2018. The teachers have since adjusted their strategies and are discussing the data and tools in their PLC groups and in the classroom, student learning in showing improvement. By “integrating the action plan into ongoing school work” like their PLC meeting, this will provide teachers the ability to implement these strategies easier and keep the conversation going through the school week (Boudett, 2015, p. 173). Considering that these scores are used to compare Creekview to the district and state levels, this will further advance our school improvement and close our gaps in these subpopulation groups. These can be assessed once the test results for the 2017-2018 school year have been compiled after the testing season.
Reference
Boudett, K. P., E.A. City and R. J. Murname. (2013) Data Wise: A Step‐By‐Step Guide to Using Assessment Results to Improve Teaching and Learning—Revised and Expanded Edition. Harvard Education Press.