Second Student Data Evaluation

M8 U3 Activity 3: Second Student Data Evaluation

Project Description

Overview You are now ready to record your second set of data as you track the growth and proficiency of your students. In this activity, you will review the data collected from your baseline, record current data, reflect upon the data, and plan for future data-driven instruction. Think about the progress students have made from their diagnostic assessment to now; reflect on gains they have made and identify areas of growth to be addressed. Consider the strategies you used between the diagnostic assessment and now to increase student achievement and track their progress. What is working? What needs to be improved? As you analyze the data, begin to plan to meet the needs of each student in your future lessons.

Performance outcomes

• Candidates will reflect upon the data from diagnostic assessments to plan for data driven instruction

• Candidates will collect, analyze, and report student learning and achievement data

What will you do?

1. Review the student achievement data from your diagnostic assessment in Unit 1.

2. Track the student achievement data against the goals that you and your mentor have set for the students in your class. You can use any form of assessment to track student learning and achievement.

3. Fill out the student achievement data on the Submissions page for all the students in your classroom after you collect and record baseline data from your students in three areas: subject specific data, vocabulary, and collaborative problem-solving.

   • Subject Specific Data: Record a percentage from 0% to 100% per student in your selected subject area topic or unit that you will be covering during the 12 weeks of your clinical practice. Refer to the Resource Guide for guidance on assessment.

   • Vocabulary: Record a percentage from 0% to 100% per student

   • Collaborative Problem Solving: Utilize the following rubric to record a 1,2,3, or 4 for each student:

     • Insufficient (1 point): Student does not collaborate with peers or demonstrate problem solving skills.

     • Basic (2 points): Student minimally collaborates with peers or demonstrates minimal problem-solving skills.

     • Proficient (3 points): Student collaborates effectively with peers and engages in active problem solving.

     • Outstanding (4 points): Student actively seeks opportunities to collaborate with a variety of peers to find effective solutions to problems.

4. Reflect upon the data that you have collected and recorded for your Standards 1-3 lesson. Write or record a reflection (approximately 500 words or 3-5 minutes) that answers the following questions:

   • What does the data show you?

   • Are there areas that need improvement?

   • What are the areas of strength or growth that you see?

   • How will you use the data to drive your instruction and instructional focus in upcoming lessons?

5. Continue to plan for data-driven instruction based on the areas of student learning gaps that you have identified through the data you have collected and analyzed. Begin to ponder how you will meet the needs of your struggling learners and/or challenge your excelling learners in your next lesson. When you prepare your next lesson plan, you will show evidence of data driven instruction through your differentiation and next steps. The data driven instruction will be evident in your recorded lesson that aligns to the lesson plan. Based on your data analysis, discuss with your mentor whether your overall unit plan needs to be modified as well.

Report requirements

• Student achievement data for vocabulary, subject area, and collaborative problem-solving

• Written or recorded reflection

Notes You will be collecting the same three areas of data throughout your clinical practice. Utilizing this data to drive your instruction will enable your teaching to be more focused on student learning growth and will maximize the potential for each student to show growth and proficiency. You will be demonstrating how you are utilizing the data to drive future instruction by showing specific plans for grouping, interventions, or differentiation in future lesson plans and teaching videos.

(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)

My Work

• Goal setting document

• Student achievement data

Reflect upon the data:

1. What does the data show you?

• The positive aspect was that everyone was engaged and enjoyed my class. The only issue was that despite trying to narrow down the topics from the experience of previous lesson and focusing on just one, it was still too much for them to memorize all the information. Additionally, I set clear expectations and provided instructions to ensure students understood and followed the collaboration rules before the activity. However, some active students still did not follow the instructions on purpose due to excitement.

2. Are there areas that need improvement?

• Narrow the teaching goals into smaller chunks.

• Pause the activity to emphasise expectations and instructions when necessary.

• Model good behavior for the class.

3. What are the areas of strength or growth that you see?

• In this lesson, I have learned from last lesson and tried to narrow down the topics, and only focused on one topic.

• I made expectations and instructions clear step by step: I clearly communicated expectations and provided clear instructions to ensure students understood and followed the rules.

4. How will you use the data to drive your instruction and instructional focus in upcoming lessons?

• Narrow the teaching goals into smaller chunks: Even though I have tried to narrow down the topics, and only focused on one topic, it was still a bit too much for them. Therefore, I will try to break up the lesson into smaller chunks and allow for more opportunities for discussion and practice for the next lesson. This can help to ensure that the students are actively engaged and able to absorb the material.

• Model good behavior for the class: For example, everybody please sit down, just like Tom.

• Pause the activity to emphasise expectations and instructions when necessary: When students do not follow properly during the activity, I could pause the whole activity and emphasise the consequences to know what happens if they don’t follow the expectations and instructions.

Resources

• Data Driven Instruction: Definition and 11 Strategies

• How Teachers Use Student Data to Improve Instruction

• Using Data: Engaging Students (I can describe the benefits of using data with students. I can apply strategies for using data with my students, including setting goals, tracking progress, and reflecting upon results. )