Making Effective Uses of Student Data

Online Staff-Development Workshop

FRIT 7739
Course Description
Teachers will use the information from this online module to better enhance their
classroom performances through the effective use of student data. While all
teachers already collect data to use for grading purposes, that data can be used for
more effective data reporting that could possibly increase student motivation inside
the classroom while keeping stakeholders aware of the students performance.
Simply put: teachers can use student data for more than just grades.

Course Goal
Teachers will be able to effectively collect and use assessment data to improve
student performance in the classroom and deepen content knowledge.

Instructor Contact Information

Instructor: Richard Arenal-Mullen
Email: [email protected]
School Phone Number: 706-456-2575

Instructional Objectives

Teachers will explain one way of collecting student data that is more effective
and efficient than traditional methods.
Teachers will interpret student data in order to make an effective and clear
indicator of student performance.
Teachers will apply prior knowledge of data collection and presentation to
create a method for presenting data to stakeholders.
Teachers will develop two type of data presentation for different perspectives
and audiences (classroom data presentation vs. PTO data presentation).
Teachers will use empathy to be sure that students are not singled out as
failures, protecting each students self-image.
Teachers will reflect on the efficiency of data collection (based on time spent
collecting and grading) and the efficacy of their data presentation methods
(based on perceived student performance).

Course Content
The online module will include all course content meeting the above objectives.

Workshop Content Outline

A. Data Collection Methods
B. Disaggregating Data
C. Data Presentation Methods
a. Considering your audience
b. Considering your purpose
D. Reflect on experience
a. Describe your artifact
Prior skills & knowledge
Be able to use a web browser
Be able to navigate website and follow links
Be able to stream videos
Be able to respond to other participants in discussion posts

Course Completion Artifact (Evidence)

Teachers will explain one method of data collection and apply data presentation
knowledge to develop two methods of presentation that could support student
motivation in a classroom setting.

Applied Standards:
TKES/TAPS
Standard 5: Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and
summative assessment strategies and instruments that are valid and appropriate
for the content and student population.
Standard 6: Assessment Use
The teacher systematically gathers, analyzes, and uses relevant data to measure
student progress, to inform content and delivery methods, and to provide timely
and constructive feedback to both students and parents.
Standard 8: Academically Challenging Environment
The teacher creates a student-centered, academic environment in which teaching
and learning occur at high levels and students are self-directed learners.
ISTE Standards

Standard 1: Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance students learning, creativity, and
innovation in both face-to-face and virtual environments.
Standard 2: Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in
the Standards.
Standard 5: Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning,
and exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.
Instructional Need:
(From the original workshop plans) The idea for this workshop came from my own
experiences with administrative personnel and their focus on data-driven goals
within their schools. It seemed a viable and worthy endeavor considering the states
focus on student performance measures, teacher performance measures, and
school ratings. More so now than ever, schools and teachers are being rated based
on raw data, rather than objective opinions and reports. Even in the best schools,
bias can affect reviews and walkthroughs. In order to prevent this from happening, it
seems logical to focus on what the data says. In developing a needs assessment
for this workshop, the questions focus on the acquisition and uses of student data.
While it is obvious that the workshop is based around data and that point could
create bias, this workshop is presented as a volunteer basisso, the teachers
understand that what this workshop is about beforehand and are already aware of
what they will be exposed to. With that in mind, the concern about bias is already
taken care of without needing to worry about the effect it may have on the
responses.
This version of the workshop has been developed as an online module to satisfy the
needs of learners who many not have the time in their schedule to attend a face to
face professional development workshop. In this way, teachers can still obtain the
same information and learn more about the uses for the data that they already
have, but they are able to accomplish the same goals on their own schedule,
without the inconvenience of having to work around any other events and
commitments in their lives. However, there are major disadvantages in taking a
workshop online, rather than in-person. The immediate feedback aspect is taken
away and made more difficult to accomplish. Also, the collaborative process is
damaged by the time-delay between conversations and forum posts. To combat
this, the module has been designed to be mostly self-sufficient, but still provides a
place for participants to communicate, if they so desire.

End Goal: Teachers will be able to effectively collect and use assessment data to
improve student performance in the classroom and deepen content knowledge.
Essential Question: In what ways can we show student performance data in order
to help students set their own goals, thereby increasing their intrinsic motivation?
Evidence: Teachers will explain one method of data collection and apply data
presentation knowledge to develop two methods of presentation that could support
student motivation in a classroom setting in an online forum.
Background Information:
With the above goals in mind, the teachers need to have the following background
knowledge:
Formative and Summative assessment identification
Student information (name, grade, etc)
Various uses for data (gradebook, parent conferences, administrative reports,
etc)
Presentation methods (slide-shows, reports, parent meetings, state
longitudinal data system, etc)
Methods of increasing student motivation
Data disaggregation methods (charts, graphs, narratives)
Stakeholder involvement
Student information legality
Ability to navigate the internet
Access and post to a forum
Watch YouTube videos
Download documents from a hosted area
Open and print documents from the internet

Task Analysis:
Using what I know and the background information from the UbD model, I was able
to perform a procedural analysis to create my content outline. With the UbD model
in mind, I created my end goal and objectives, then designed my assessments, and
finally created the tasks as a means to that end. It was important to look at the
procedures as a part of the whole when creating these tasks due to the opinionated
perspectives that some may take on students performance and the appropriate
uses of student data.
Outline for Collection and Publication of Student Data:
I.

Collecting/Publishing Student Data

a. Student assessments collected
b. Data transferred to recording sheet
c. Data published in gradebook
i. Data disaggregated into basic groups
1. Grade point or letter grade

2. Pass/Fail
3. Does not meet, meets, exceeds
4. Other
ii. Data used to drive instruction
1. Focus on how the majority of the students performed
2. Examine data to find holes or weak areas based on
assessment data
3. Fine areas where the assessments could be made more
effective
iii. Data used to drive student motivation
1. Find ways for students to use the assessments to push
themselves
2. Avoid using the data in a discouraging or embarrassing
manner
3. Prepare data for parent inquiries
4. Prepare data for administrative inquiries
5. Prepare data for other purposes
d. Data published in poster form
i. Data shows measurable goals
1. Standards-Based
a. Content based measures
b. State-Recommended goals
2. Skills-Based (specific to content area)
a. Basic skills
b. Vocabulary Skills
c. Advanced Skills
ii. Data is able to show information without being publicly
humiliating
1. Student names are provided only in appropriate settings
2. Student names are coded
3. Student information is provided as a general overview
iii. Data is made available to the appropriate audiences
1. Students
2. Teachers
3. Stakeholders
a. Parents
b. Administrators
c. State representatives
d. Board of education
e. Data published in other forms
i. Electronic database
1. Gradebook online
2. Specialized programs
a. Classroom games
b. Behavior management apps/sites
c. Classroom management apps/sites
3. Other
ii. Paper-form
1. Report Card
2. State Requirements

3. Newspapers
4. Other
f. Data used to drive instruction
i. Find weak points
ii. Find high-failing areas
iii. Find high-success areas
g. Data used to increase student motivation
i. Reinforce success in student performance
ii. Reinforce effective feedback to enhance student-led corrections
iii. Model appropriate behaviors
Subject Matter Expert:
I will serve as subject matter expert, hereto referred to as SME, due to my current
position in my school. Over the previous 3 years, I have served as teacher leader
and administrative support personnel. In these roles I have been able to provide
assistance in collecting data from students and administrators for use in school
improvement plans, grant proposals, Title-I funding reports, and others. I have also
been held responsible for ensuring that my fellow staff-members are using and
publishing data in an appropriate and effective method across grades 4-12. Through
these experiences I am well-enough qualified to present methods to other teachers
for their use in the classroomas I already do that as a part of my position at my
school. The methods presented are also methods that have been collected from
veteran teachers, administrators, educational support specialists, and staterepresentatives for re-delivery.
The online module was created in its entirety by the SME based on graduate classes
and hobby experience creating website using various host sites. The module has
been designed based on the simplest design with minimal obtrusions and
downloads. In this way, the module is more easily accessed by a wider variety of
participants on various platforms. The website does not require Flash to work or the
ability to download and print, if needed. There are portions of the website that can
be enhanced by using a standard computer, but the site works fine as a mobile
version.