In this course, I had the opportunity to learn how to effectively use student data to inform instruction and bring about change in my own school. The three most important things I learned during this course were:
The most valuable field experience in this course was the Data Overview assignment. This assignment provided me with an overview of the data situation at my school. Since I am new to this school, it was beneficial to see the summary of student achievement results in relation to the district and state, as well as highlight the strengths and weaknesses for the latest mathematics state assessment. When looking specifically at my grade level data, I was able to pinpoint a few areas that needed improvement, which will enable the grade level team to develop a strategy to deal with those issues. I plan to continue applying this learning at my school, by sharing my data overview with my grade level team and administration. During our monthly Cobb Collaborative Communities (CCC) meetings, we can delve deeper into the data and examine current mathematics data from our district interim assessments. These assessments will provide us with item-level data that we can use to identify a student-learning problem. As a team, we can then develop an action plan and find ways to alter our instruction to improve student learning. The challenges I anticipate as I continue to implement these ideas in my school would be time and grade level team buy-in. As a team, we would need to make time in our schedules to collaborate, honor the time we set aside, and maintain our attention on the current task. The grade level team will need to also understand that the process of collaborative inquiry takes time if we want to have a true understanding of what the student-learning problem is and how can we help student improve.
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AuthorMari Mullen |