EDTC 615

Data Analysis
Final Presentation
Jordan Rolls
 Our Data-Driven Analysis Process
How did it happen for our school?

Data Meeting 1 Data Meeting 2 Data Meeting 3 Data Meeting 4 Data Meeting 5

Reviewing existing Evaluating success

Triangulating the Determining gaps
data and asking Planning for action and determining next
data and goals
questions steps

What are our artifacts? Make a SMART goal Plan for Was the goal met?
What do we notice
about our students? Create an artifact based on prioritized improvements. Create Determine why or
tracking sheet and learning and an action plan tracking why not based on
Craft “wonders” to
dig deeper. exploratory question. instructional gaps. sheet for the SMART the new data.
deeper goal.
Student Data Averages
Before Implementation

23
15 22 &
24
Student Attendance and Homework Data
Before Implementation

15 22 15 22

23 & 24 - highest attendance and homework

Meeting 1 - Notice and Wonder
01 Students 23 and 24 have lowest
grades, but highest attendance
and homework grades
02 Students 15 and 22 have poor
attendance, no homework turned
in, and low academic
performance
03 Student 24 could not be
receiving services needed for
academic achievement
What do we notice about this data?
Exploratory Question:
Are we differentiating instruction
enough based on the needs of our
students to meet their individual goals?
?
What do we wonder about our students?
01 Do students 23 and 24 have
special needs other than EL that
could be impacting academic
Notice and achievement?
Wonder 02 Do students 23 and 24 have
Protocol family background or things that
could reflect in their learning?
03 Depending on which lense we
look through, how will we identify
target students on their needs
vs. behavior/effort?
Meeting 2 - Artifact Tracking Sheet Teacher Artifacts

Goal/Objective #1
● Steady Beat Movement Activity
● Playing Classroom Instruments
with Steady Beat/Rhythms
● Singing Long and Short Sounds

Goal/Objective #2
● Listening Lessons - Long and
Short Sounds
● Dictation Assignment on Long
and Short Sounds

Goal/Objective #3
● Student Progress Reports on
Steady Beat/Rhythms
● Rhythm Writing and Labeling
Project
 SMART Goal:
Meeting 3 - What are our gaps and goals? By the end of the steady beat and
rhythm unit, 80% or more of the
students will score a 3 or 4 on their
final assessment.

Learning Instructional
Most to Least Gaps Gaps Most to Least
Prominent Prominent
1. IEP Information 1. Data Reports on Steady
2. Rhythm Writing and Beat and Rhythms
Labeling Project 2. Student Progress Reports
3. Playing Classroom on Steady Beat/Rhythms
Instruments with Steady 3. Assignment on Long and
Beat/Rhythms Short Sounds
4. Steady Beat Movement (Listening/Dictation)
Activity 4. Listening Lessons - Long
5. Singing Long and Short and Short Sounds
Sounds 5. Teacher Lesson Planner
Meeting 4 - Planning for Action

This Action Plan

highlights the details
of each tactic that will
be implemented to
meet our SMART
goal.
 Evaluation Metric:
Meeting 4 - Planning for Action Final assessment on rhythms
(listening/dictation and performing) - the
differentiation in performance
assessment gives the students choice in
how they would like to be assessed. This
is a type of differentiation that allows me
to still observe the students’ knowledge
of the content.

Based on our Incorporate

Create an Inclusive
Action Plan Group Students Technology
Classroom and
with Similar
Tracking Sheet: Learning Styles
Learning
Teachers and Environment
students will use Teachers and students will
Students will be working in
We will track the groups that are selected
more technology in accommodate and
the classroom for differentiate classroom
implementation based on their instructional
independent learning activities and lessons
level to complete activities
of these and projects for assessment.
and PBL lessons. based on the diversity
instructional Students may use Chrome present in the classroom so
Books depending on the that all students and their
tactics activity. 02 learning styles/needs are
represented fairly.

01 03
Student Data Averages
After Implementation

23
15 22 &
24
 Final Project and Final Assessment Data
Exploratory Question: Are we differentiating instruction enough based on the needs of our students to meet their individual goals?
Goal: By the end of the steady beat and rhythm unit, 80% or more of the students will score a 3 or 4 on their final assessment.

15 students scored an 80% or 20 students scored an 80% or

above (3 or 4) on their end of above (3 or 4) on their end of
unit test - 60% of students unit project - 80% of students
Meeting 5 - Evaluating Success and Determining Next Steps

? Are the students performing significantly

01 There are still learning gaps for better (in the identified areas) or not?
the students that were identified
as struggling at the beginning of
the process 01 Some students show
improvement while others are
virtually the same
02 80% of students scored a 3 or 4
on their final project, but only
60% of students scored a 3 or 4
Standing
on their final test Questions Based 02 No students had a monumental
jump in achievement after
on the Data implementation
03 Overall, in my opinion, not enough
growth to call the implementation
methods successful
03 A few students performed better
on Goal/Objective #3, and that is
where it seems the most growth
Do the student learning gaps still persist? has occured
 After Implementation
What are our next steps?

Data Meeting 6
Determining the
causes of not
reaching the goal Repeat
the Data
Analysis
Data Meeting 7 Process

Constructing a new
action plan
 Agile project management infographics
1 Plan 2 Design 3 Develop 4 Test
Neptune is the farthest Earth is the third planet Ceres is located in the Despite being red, Mars
planet from the Sun from the Sun main asteroid belt is actually a cold place

4
5 Deploy 6 Review
3
Jupiter is the biggest Venus has a nice name
planet of them all but it is very hot

5 Agile

2 7 Launch
1 6 7 Mercury is the smallest
planet of them all