1. Review a school’s current data analysis process.
● Examine what kind of data is collected by the teachers and
building level administrators where you work. This should include
academic data points, as well as, data points on social emotional
learning. How has this changed as a result of COVID 19?
● Identify the purpose for collecting the data. This should include
the purpose, or the rationale for collecting data related to both
academic progress and social emotional learning. Then determine
the answers to the following questions:
● Is it consistent – meaning are the same data points
collected on each student/from each teacher, by grade level
and/or department?
● Is data collected on grade level cohorts or just by
teachers? What are the pros and cons of each way of
collecting data?
● What is done with the data? (Another pet peeve for me is
when we collect so much data and do nothing with it. We
shouldn’t just assess children, if we are not going to allow
the results to DRIVE our decisions.)
● How is the data used? Be very specific. How is it used?
How often? What is the impact?
● Does it inform instruction? If so, in what ways? If not, then
why not?
● Is data collected just for academics or is it also collected
on social
emotional learning outcomes and/or non core subjects?
● If it is also collected for social emotional learning, then
how is it used?
Again, be very specific.
● How has this changed with COVID 19?
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