M8 U1 A3 Baseline Student Data Evaluation
Project Description
Overview It is important for teachers to collect student data and use that data to plan and meet the needs of their students. As you progress through your clinical practice, you will be collecting student data, reflecting upon the data, and planning for data driven instruction. It is important to track the progress of your students throughout your clinical practice to initially form a baseline of their abilities and current levels of proficiency and to then design and implement instruction to improve student achievement. You should be able to demonstrate student learning and growth over the twelve-week period of your clinical practice. It is essential for teachers to demonstrate student growth, gather and analyze data, and use it to inform their instruction. As a result, you will track the progress of students on an ongoing basis throughout the entire academic year.
Performance outcomes
Candidates will collect and report student learning and achievement data as a diagnostic assessment.
Candidates will reflect upon the data to plan for data driven instruction in future lessons.
What will you do?
Complete the goal setting document with your mentor for the students in your class for the 12-week clinical practice period.
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.
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.
Reflect upon the data that you have collected and recorded. 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?
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
Goal setting document
Student achievement data for vocabulary, subject area, and collaborative problem-solving.
Written or recorded reflection on the data and how it will drive future instruction
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
My Reflect upon the data:
1. What does the data show you?
I noticed that at certain points it was confusing for the children. For instance, when I attempted to teach feelings and class norms at the same time. As they are young learners, it was too much information for them to process. Nevertheless, all students remained engaged and actively participated in all class activities.
2. Are there areas that need improvement?
Narrow the teaching goals.
Make expectations and instructions clearly step by step.
Ask for feedback and check for understanding.
3. What are the areas of strength or growth that you see?
I have created a positive and safe learning environment by establishing norms and procedures using Whole Brain Teaching skills (WBT). I also utilize Total Physical Response (TPR) techniques in my teaching, which involve using physical movement to aid in the learning of new concepts. Additionally, I celebrate personal achievements and positive behavior to foster a supportive and encouraging atmosphere for learning.
4. How will you use the data to drive your instruction and instructional focus in upcoming lessons?
Narrow the teaching goals: In this lesson, I tried to teach both class norms and also talk about feelings, so I should have focused on only one of these instead of both, and focused on only one topic at a time. This can help the students better understand and retain the information being presented.
Make expectations and instructions clearly step by step: I should clearly communicate expectations and provide clear instructions to ensure that students understand and follow the rules. For example, I can demonstrate how much time there is to complete the activity, and explain that students can finish the activity as homework in their free time.
Ask for feedback and check for understanding: I could stop and double-check if my students have any questions after the instructions or demonstration of my teaching to ensure that they have a clear understanding of the material and address any questions or concerns they may have. For example, I can have them demonstrate or repeat the instructions after I provide clear expectations and instructions.
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