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2.8 Data Analysis

This document summarizes an action plan created to analyze student achievement data from Elkins Pointe Middle School and implement interventions to improve instruction and student learning. The action plan was designed to increase math scores of minority students by at least 10% based on data from iReady and Georgia Milestones assessments showing an achievement gap. It outlines steps for teachers, students, administration, and an instructional coach to work together using the Using Data Process to guide effective use of data to personalize instruction and eliminate achievement gaps. Ultimately, the action plan provides a process and timeline for change at the school to close the minority student achievement gap in math.

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24 views

2.8 Data Analysis

This document summarizes an action plan created to analyze student achievement data from Elkins Pointe Middle School and implement interventions to improve instruction and student learning. The action plan was designed to increase math scores of minority students by at least 10% based on data from iReady and Georgia Milestones assessments showing an achievement gap. It outlines steps for teachers, students, administration, and an instructional coach to work together using the Using Data Process to guide effective use of data to personalize instruction and eliminate achievement gaps. Ultimately, the action plan provides a process and timeline for change at the school to close the minority student achievement gap in math.

Uploaded by

api-405559723
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 practices and maximize student learning.

This artifact, the Action Plan for Elkins Pointe Middle School (EPMS), demonstrates my ability to
model and facilitate the use of digital tools and resources to collect, analyze, and interpret data. The
action plan describes steps to be taken to lead to an increase in student achievement scores, based in
the data collected from a variety of research-based assessment tools. The data collected and presented
in the action plan includes specific actions to be taken, the members included in the plan, those
responsible for being the leaders of change, as well as a timeline for expected improvements in student
growth. Using the Using Data Process (UDP) to guide effective use of data, this action plan for EPMS
outlines the process in which the teachers, students, administration , and instructional coach will work
to cause effective student growth in the building. This action plan also demonstrates my ability to
model and facilitate the use of digital tools to effectively communicate the findings of the data
analysis.

Ultimately, the action plan is designed to outline a process for change at EPMS. This particular
action plan calls for an increase of at least 10% on student math scores for minority students. The data
for this artifact was collected for Elkins Pointe Middle School through a variety of sources (iReady
assessment scores, Georgia Milestones Assessments), and this artifact demonstrates my ability to
effectively interpret the data in order to identify areas of need within the school. Based on previous
Georgia Milestone Assessment scores, it was clear that there was an achievement gap in the area of
math. After analyzing and interpreting the data, it was determined that efforts needed to be made in
order to increase the math scores of minority students in order to close this gap. This action plan calls
for the teachers and EMS to implement appropriate interventions to increase math scores of minority
students on the Georgia Milestones assessments.

While working on this artifact I came to the understanding that data can easily become
something that overwhelms teachers! When I first began gathering data and working with the
administration to gather the appropriate data, it was clear that data is what is driving instruction. The
21st century classroom has to be based in data. As we are working to personalize student leaerning at
EPMS, we are basing our personalization efforts off of individual data. Without an understanding of
where the data come from, what the data is telling us, and how the data is changing from year to year, it
is pointless to track scores at all. If I were to complete this artifact again, I would once again start with
more teacher input. I believe that the greatest resource of data collection still lies with the classroom
teacher. I think while I was working on the various data analysis assignments throughout the program, I
sometimes skipped right past any teacher input and looked directly to the standardized assessment
tools. While these tools may provide effective data to measure students growth, they cannot always
give an accurate description of the learner.

This artifact impacts students learning and faculty development. Using the data, and providing
this action plan effectively demonstrates to the faculty how to use data to drive instruction in the
classroom. This action plan can be used on a variety of levels, including in the classroom, to personalize
students instruction and help to eliminate any achievement gaps, including within the classroom. This
action plan also works to close the achievement gap for minority students. This action plan describes a
process to provide effective support to students that may need additional support to provide the most
effective path for learning and student growth in the classroom and throughout the school.

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