Tools and Analysis

Tools:

      

      The tool I used for organizing my data was Google Sheets. Google Sheets is a very user friendly app that is similar to Excel.  I found it much easier to use than Microsoft Excel. Microsoft Excel can be overwhelming when inputting data because it has a lot of additional features. I enjoy Google Sheets because for the basic spreadsheets that I would use at school it is user friendly and quick to input data. I also enjoy Google Sheets, along with other Google Apps because documents/spreadsheets that are created are easily shared with colleagues. “Keeping up this dialogue ensures that you and your colleagues can plan ahead for what students will need.” (Logan, n.d.). I decided to color code my data, so that it was easier for the viewer and me to interpret the information. The color coding helped me see what standards the individual students need interventions on, as well as what standards I need to reteach the class.

     I use this tool as my grade book online. I am able to create a spreadsheet with all the standards needing to be assessed over the course of the year, along with the student’s names. Then I can go and input the data I receive from the students after the assessments. This information can be shared with the students throughout the year. By color coding this information, the students can see how they are progressing in class (ie: what they need to work on and what they are mastering). I can use Google Sheets as a place to collect progress monitoring data. It is important to track students data in order to decide what type of intervention they are going to need. “The teacher should collect 3-5 data-points prior to starting the intervention to calculate the student’s baseline, or starting point, in the skill or behavior that is being targeted for intervention.” (Intervention Central).  

     One Web2.0 tool that I use is Scootpad. Scootpad is a great online-based program that allows teachers to adjust reading and math assignments based on individual student needs. You can assign students spelling, writing and home based projects through this program. Students are very engaged in this program because they are able to have conversations with their classmates and teacher through the “Chat” feature. They can change their avatar and the teacher is able to give students a little extra incentive using the “reward” feature. Teachers can create different rewards if the students earn so many coins throughout their learning journey on Scootpad.

     Another great Web2.0 tool is Edmodo. Edmodo is a great place for students to engage in conversations in and out of school. Teachers are able to poll students, post homework assignments, and pictures/videos from class. It’s a great way to connect school to home.

Analysis of Data:

     After reviewing the data, I noticed that all student besides one missed question 6, standard M:Q6:M:01:NO:6:4. This teacher may consider re-teaching this strand. Based on the assessment data, there are 6 children that scored 60% or lower on the assessment. Of those 6 students, the teacher may consider working with these students in a small group, 1:1 setting to do some more intensive instruction on these specific strands. I would work with these students for a while and do mini-assessments and plot their data. For students that are still not grasping the concepts more intensive instruction would take place. While looking at the data, a majority of the class missed three strands in particular. Strand  M:02:GM:6.6, M:03:FA:6.1 and M:01:NO:6.4. These three strands would be the strands that she should focus on re-teaching as a whole group.

     The data results showed that half of the class was mastering the concepts (scoring 70% or higher) and half of the class is not mastering the concepts (scoring 60% or lower). Since the class is split half and half it is clear that re-teaching is needed in some areas.  I incorporate centers in my class and I think in this situation, centers would work out best. This teacher could do mixed-ability grouping and create centers that focus on specific strands that students are struggling with. The students that are mastering the strands could help the students that are struggling with the specific standards. Another way this teacher could meet the needs of all her students is to give the proficient students extension activities on specific strands while giving the struggling students re-teach activities on the strands that they are struggling on.

References-

Helping teachers to structure their classroom (tier 1) data collection. (n.d.). Retrieved December 
      15, 2014, from Intervention Central website: http://www.interventioncentral.org/ 
      response_to_intervention_structuring_teacher_data_collection

Logan, L. (2014). 5 ways to use data to improve your teaching. Retrieved December 15, 2014, from 
      Amplify website: http://www.amplify.com/viewpoints/5-ways-to-use-data-to-improve-your-  
      teaching