Module 2 Assignment ch

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American College of Education *

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5703

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Mathematics

Date

Apr 3, 2024

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pdf

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1 Identifying Opportunities For Improvement Through Data Analysis American College of Education EL5703 School Improvement March 3, 2024

2 Identifying Opportunities For Improvement Through Data Analysis To effectively diagnose improvement areas in a school, leaders must analyze data and find possible solutions for improvement areas. The school leader can be successful in this process by creating a school improvement team comprised of diverse stakeholders that bring unique viewpoints, experiences and knowledge to the table. The members of the school improvement team at Central Elementary School are the building principal, the first grade coordinator, the English as a second language (ESL) teacher, and the STEAM teacher who is also a math coach. Each member of the school improvement team was chosen due to their specific strengths, experiences and expertise. The building principal is our school leader, and has over 30 years of experience collecting and analyzing data. This expertise in the area of data analysis will help the improvement team reach its goal. The first grade coordinator also has extensive teaching experience, over 25 years. Additionally, she practices vertical articulation regularly by meeting with the teachers in both kindergarten and second grade. Therefore, the first grade coordinator can give important insight to the meeting because she is familiar with the strengths and needs of students in each grade level. After collecting and analyzing the student achievement and attendance data, it was clear that English language learners (ELLs) are in need of a more equitable school experience. To ensure that the needs of ELLs were included in the school improvement plan, the ESL teacher is included on the school improvement team. The ESL teacher is an advocate for the ELL students, and her personal characteristics, such as her culture and ethnicity, bring a diverse perspective to the conversation. Her unique perspective, experiences, and expertise working with ELL students makes her a great addition to the school improvement team. The final member of the school improvement team is the STEAM teacher. The STEAM teacher is a special area teacher and math coach, thus she works with all students in the school and knows them well. Additionally, her personal characteristics such as her culture and ethnicity bring a diverse perspective to the table. Her knowledge of the students and her math expertise makes her an important part of the school improvement team. This team has

3 varied strengths, experiences, perspectives and expertise that will be crucial in correctly analyzing data and creating a plan to address improvement areas. Meeting Summary The school improvement team meeting was held in person in the school media center and lasted for approximately one hour. In this meeting, the school improvement team worked collaboratively to analyze student achievement data, attendance data, discipline data and curriculum audit data. Before beginning the analysis, the team was asked to consider the following questions: what angles can we look at this data from? What are possible trends, patterns or outliers within the data set? What might those trends, patterns or outliers mean? What is the context of the data? Next, members split into two groups to work collaboratively to analyze the data sets. First, each group analyzed and compared the two years of student achievement data for both Math and ELA scores from the NJSLA assessments. Both groups looked for patterns in scores, determined if there were any outliers in the data sets, and compared the Math scores with the ELA scores. Each group had a scribe who wrote down findings on an index card. When both groups were satisfied that they had thoroughly analyzed these data sets, all members of the school improvement team joined together to share their findings and compare with one another. Important points were recorded on the whiteboard for each data set. This same process took place for analysis of the attendance data, discipline data, comparison of mission statement to related data, and finally, comparison of ideal equitable school culture and the related data. After data analysis had taken place in small groups and then as a large group for all the data sets, the team looked to the whiteboard for trends and patterns. In analyzing all data, it was clear that the focus area for improvement needed to be increasing student scores in Math. Once a focus area for improvement was agreed upon, the team visualized the Math data by creating Figure 1, Figure 2, and Figure 3. These visuals help paint a clear picture of why increasing Math scores is the best area to focus on for improvement.

4 Figure 1 Comparing the percent of testers who met expectations to the school’s desired target number of testers to meet expectations. Figure 2 Student Math achievement data disaggregated by student subgroups.

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