EAD-533Clinical Field Experience C_ Assessment Analysis Feedback

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Grand Canyon University *

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533

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Health Science

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Jan 9, 2024

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pdf

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Uploaded by Warrior21

1 Clinical Field Experience C: Assessment Analysis Feedback Assessment and Data Analysis Process STAR is the benchmark that students are given at my mentor's school in California. His school administers it to K-5th grade students, while other campuses in his district administer it to K-8th grade students. Students' literacy and math skills are assessed through the STAR test. Testing is required three times a year by the district. It can also be used as a monthly formative assessment to help drive lesson plans and interventions. At his school, there is a multi-tiered support system team (MTSS). Assessment and data analysis are handled by the MTSS team from beginning to end as part of the assessment and data analysis process. MTSS consists of teachers from grades TK-2nd, 3rd-5th, a counselor, the principal, and the assistant principal. The leadership team also views the data, which is then shared with the entire staff. It is the responsibility of the MTSS team to review scores and analyze data and prepare a presentation and reports to be presented at a school-wide staff meeting. Based on STAR test data, the MTSS develops a support plan for students who are below or intensively below grade level. Students who are at or above grade level are also discussed to ensure they are supported to continue growing. Strategies Used to Analyze the Academic Data Each teacher receives a copy of the results for their grade level and individual classrooms. Each copy includes graphs and tables comparing classrooms, grade levels, and scores with other schools within the district. Staff analyzes data and interprets results during the data dig session. Teachers are asked to interpret the data and explain why students received the scores they did. Having determined the factors that contributed to the results, teachers then formulate their individual-student goals, grade-level goals, and school-wide goals. Specifically,

2 the school aims to see a 3-5% increase on the assessment for every student in both ELA and Math. Computer-generated results categorize students into four categories: blue, green, yellow, and red. In the blue category, students perform above grade level, in the green category, at grade level, in the yellow category, below grade level, and in the red category, they perform extremely below grade level. How the Data is Disseminated to Staff Data is shared with teachers at staff-wide data dig sessions. Since the assessment is administered online, data is generated electronically using the STAR Assessment website. STAR's built-in rubrics and example answers are used to score the written response questions manually by teachers. Once testing is complete, reports are generated through the website and printed out to be shared with staff. Additionally, teachers are able to generate their own classroom test results and reports for sharing with parents. At the data dig sessions, an accompanying powerpoint presentation includes data on each grade level's performance, as well as graphs that show how each grade level compares with other campuses. Possible Actions for Improving Students’ Future Assessment Data A possible action plan for improving students' future assessment results is grade-level interventions and small group instruction. Furthermore, all staff members look at their grade level scores and come up with an improvement plan for the different tiers of students based on the results. The priority is given to students approaching or well below grade level. Teachers share ideas as a grade-level team on how interventions will be implemented. Teacher interventions could be shared responsibilities where teachers focus on a specific category for the entire grade-level, or teachers could do interventions for their own classrooms. Whatever

3 intervention method is used, teachers are expected to carry out those interventions at a set date and share formative assessment data at weekly CTMs (collaborative team meetings). Benchmarks’ data is evaluated based on the time of year in which they were administered. For instance, when benchmarks are administered in the Fall and standards are being assessed from a previous grade level rather than ones not yet taught, the data is interpreted differently. If that is the case, the improvement plan will also be different. English language learners and special needs students are also considered. As a general rule, the how is determined by the when and who. Using Data to Improve Instruction and Create School’s Continuous Improvement Plan Instruction and lesson planning are driven by data. In this way, teachers have the opportunity to identify and create strategies to reduce learning gaps. It is the goal of teachers to work with students at their current level and to guide them to grade level and beyond. Finally, it promotes effective teaching and efficient lesson delivery. The school’s continuous improvement plan is created based on the 3-5% goal of student growth in both STAR ELA and Math. Additionally, the overall results that the school wants to improve on year-to-year. In addition, the SBAC (Smarter Balanced Assessment System), state assessment is also considered in the school's CIP since the STAR assessment is aligned with it. Moreover, according to my mentor, students who score well on the STAR tend to also score well on the SBAC. As a result, goals are also written around that correlation. PSEL 4 and Future Practices It is vital that school leaders utilize assessment data to drive instruction and decisions on how to improve instruction. As per PSEL Standard 4 subhead g, principals should, “Use assessment data appropriately and within technical limitations to monitor student progress and

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