Standard 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: Capstone Project
Reflection
The Capstone project focused on the data collection process for students with special needs and an Individualized Education Program (IEP). This process is based on data collected from a student’s performance on his or her Individualized, Personalized, specific Learning Goals and Objectives. Student data which reflects progress or regress is usually monitored and reported monthly, per semester or twice a semester. Unfortunately, the process is not only time consuming but also consuming of significant physical storage space. These issues leave teachers more prone to making mistakes when it is manually computed and reported. It also leaves the county vulnerable in legal compliance with special education laws and ethics. Therefore, this project was designed to support teachers at Centennial High school with seamless data collection process that will be used as formative assessments, while documenting individual student progress. Using a Content Management system, the teacher takes a Learner-centered approach to differentiate student work based on their individualized Learning plan; hence, promoting ongoing communication between student and teacher. This process holds students accountable regardless of their diverse learning needs. This means that students are aware of their IEP goals and pursue mastery of the goals in an organized digital platform. This entire project was self-designed for implementation based on my previous experience as a special education teacher.
This artifact demonstrates mastery of standard 2.8: Data Analysis as I modeled and facilitated a comprehensive seamless data collection process for learner-centered experiences. I collaborated with a Special Education teacher to collect, analyze and interpret student achievement data. On a Content Management System – OneNote, the teacher assigned differentiated assignments that will serve as work samples for student learning objectives identified in their IEPs. In modeling and facilitating the design of this project, I collaborated with the special education teacher to demonstrate how to organize the Content Manage System as a digital binder for individual students. The facilitation process supported students to participate in the process of collecting, analyzing and interpreting their achievement data to report progress and mastery of specific goals and objectives identified in their IEPs. This process allowed students to visit their individual notebooks to complete differentiated assignments that reflect progress on their identified learning objectives based on academic deficits. The data collected from this process is analyzed according to specific academic objective and criteria for mastery to identify the percentage at which a student has mastered an objective; the number of work samples on each objective is equally identified and recorded as progress report. The progress report is communicated with parents monthly. During the annual IEP review, the teacher used the criteria for mastery to interpret the data to reflect progress, regress or mastery of the specific academic objective being monitored for the student through this data collection process. The implementation of appropriate interventions was accomplished during the student IEP annual review using the data collected on the Content Management System. Hence, students continued to work toward mastery; upon mastery in some cases, students may progress to another learning objective. What made this process rather seamless is that teachers do not have to dig through piles of papers to sort which academic work sample meets the student’s identified academic objective. Each student’s learning objective has been pre-identified and assignments have been delivered to each student’s private digital notebook.
What I learned from completing this artifact is that special education teachers are so overwhelmed with the amount of data collection involved in their work that it is challenging to convince them on how this artifact may save the time. This is true with special education teachers who do not feel savvy with using technology in the classroom. On a more encouraging perspective, I learned that some special education teachers are so overwhelmed that they will welcome any suggestion to reduce the time spent on data collection. It was a bit of both worlds. What I would do differently on this project is to include an electronic form, which students will complete at the end of each differentiated assignment that addresses their IEP goals. The form will only require them to document one detail - their score on the completed assignment. This will eventually gather all student progress data on each separate goal/objective.
The Capstone artifact will impact school improvement in several ways: First teachers will be able to co-plan learning with students, analyze data more efficiently and report progress in a timely manner that maintains data-driven communication with parents about student progress on IEP goals. In addition, students will take ownership for their learning. The impact of the artifact can be assessed through student students’ ability to demonstrate mastery and recognize their academic strengths as well as needs. In addition, it may be assessed by teachers’ efficiency in reporting student IEP progress in a timely and accurate manner using data.
Artifact: Capstone Project
Reflection
The Capstone project focused on the data collection process for students with special needs and an Individualized Education Program (IEP). This process is based on data collected from a student’s performance on his or her Individualized, Personalized, specific Learning Goals and Objectives. Student data which reflects progress or regress is usually monitored and reported monthly, per semester or twice a semester. Unfortunately, the process is not only time consuming but also consuming of significant physical storage space. These issues leave teachers more prone to making mistakes when it is manually computed and reported. It also leaves the county vulnerable in legal compliance with special education laws and ethics. Therefore, this project was designed to support teachers at Centennial High school with seamless data collection process that will be used as formative assessments, while documenting individual student progress. Using a Content Management system, the teacher takes a Learner-centered approach to differentiate student work based on their individualized Learning plan; hence, promoting ongoing communication between student and teacher. This process holds students accountable regardless of their diverse learning needs. This means that students are aware of their IEP goals and pursue mastery of the goals in an organized digital platform. This entire project was self-designed for implementation based on my previous experience as a special education teacher.
This artifact demonstrates mastery of standard 2.8: Data Analysis as I modeled and facilitated a comprehensive seamless data collection process for learner-centered experiences. I collaborated with a Special Education teacher to collect, analyze and interpret student achievement data. On a Content Management System – OneNote, the teacher assigned differentiated assignments that will serve as work samples for student learning objectives identified in their IEPs. In modeling and facilitating the design of this project, I collaborated with the special education teacher to demonstrate how to organize the Content Manage System as a digital binder for individual students. The facilitation process supported students to participate in the process of collecting, analyzing and interpreting their achievement data to report progress and mastery of specific goals and objectives identified in their IEPs. This process allowed students to visit their individual notebooks to complete differentiated assignments that reflect progress on their identified learning objectives based on academic deficits. The data collected from this process is analyzed according to specific academic objective and criteria for mastery to identify the percentage at which a student has mastered an objective; the number of work samples on each objective is equally identified and recorded as progress report. The progress report is communicated with parents monthly. During the annual IEP review, the teacher used the criteria for mastery to interpret the data to reflect progress, regress or mastery of the specific academic objective being monitored for the student through this data collection process. The implementation of appropriate interventions was accomplished during the student IEP annual review using the data collected on the Content Management System. Hence, students continued to work toward mastery; upon mastery in some cases, students may progress to another learning objective. What made this process rather seamless is that teachers do not have to dig through piles of papers to sort which academic work sample meets the student’s identified academic objective. Each student’s learning objective has been pre-identified and assignments have been delivered to each student’s private digital notebook.
What I learned from completing this artifact is that special education teachers are so overwhelmed with the amount of data collection involved in their work that it is challenging to convince them on how this artifact may save the time. This is true with special education teachers who do not feel savvy with using technology in the classroom. On a more encouraging perspective, I learned that some special education teachers are so overwhelmed that they will welcome any suggestion to reduce the time spent on data collection. It was a bit of both worlds. What I would do differently on this project is to include an electronic form, which students will complete at the end of each differentiated assignment that addresses their IEP goals. The form will only require them to document one detail - their score on the completed assignment. This will eventually gather all student progress data on each separate goal/objective.
The Capstone artifact will impact school improvement in several ways: First teachers will be able to co-plan learning with students, analyze data more efficiently and report progress in a timely manner that maintains data-driven communication with parents about student progress on IEP goals. In addition, students will take ownership for their learning. The impact of the artifact can be assessed through student students’ ability to demonstrate mastery and recognize their academic strengths as well as needs. In addition, it may be assessed by teachers’ efficiency in reporting student IEP progress in a timely and accurate manner using data.