Methods For Improving Accuracy Of Organizational Data, Information, And Knowledge

As a teacher I use formative and summative data to drive my instruction. As I start with the state standard for the lesson and plan a formative assessment on that skill before a summative assessment. In years prior our school district used the platform of Performance Matter to collect data of that grade level standards three times a year. This type of information set in with Dr. Scott McLeod (20??) essential concepts. “The five major elements of data-driven instruction are: good baseline, measurable instructional goals, frequent formative assessment, professional learning communities, and focused instructional interventions (pp. 1-2, 20??). The assessment gave teachers a baseline, mid-year, and end year focus. When the teacher delved into the platform each question was broken down each standard and concept, thus allowing teacher to provide adequate instructional goal to meet the students’ needs. Teachers would also look at past state standardized testing to determine what if any remediation is needed. As a principal, he/she/I needs to understand the data elements to schedule necessary people and aid for the professional development communities.

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

It is the measurement of what students are learning. Achievement is defined by how well they can master certain skills. Assessments provide objective and subjective data in order to see student progress and mastery of skills (Ronan, 2015). Most educators select a valid, research-based assessment tool that ensures all areas are being assessed and that objective and reliable results are being produced that are shareable with parents, staff members, administrators and state. Assessments can include criterion-based testing, norm-referenced testing, or a combination of those. Observational assessment is an informal technique of watching your students to identify strengths and weaknesses, behaviors and cognitive strategies (Scholastic, 2000). Observations help determine which students need additional support and how to adjust instruction to encourage better learning. They help to guide and record teacher observations as certain tasks are performed. Student checklists can be used by students for self-assessments. They develop their own list of qualities to judge for their own work. Students who learn to monitor their own progress and judge their own efforts will strive to improve (Witt, Elliot, Kramer,

Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

I think that data-driven decision-making is an important indicator of accountability. By continually collecting data (use three levels or tiers) on students and not having to wait on yearly test results the teachers can more easily adapt the lessons so that students are learning more. Furthermore, a Professional Learning Community (PLC) gives “a school organization culture that emphasizes collaboration and all member continuing to learn,” which is

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

In this area, I will be using multiple aspects when it comes to evaluating my students, I know I will use DBRCs (Daily Behavior Report Cards) along with keeping track on when the misbehavior occurs. Another area I will be sure not to overlook is using what data is already available from the school, about my students. The video suggest " Don't overlook information that your school may already be collecting that can help you to directly or indirectly track student behavior", and I will make sure that I do not.

Any data collected is to be used for instructional planning, modification, and/or reflection upon instructional practices.

Richards, we discussed how the teachers within our school study the data of each student. She explained that data needs to be collected for all interventions and that it is very important to have at least six to eight weeks of data. The intervention should have specific target skills and goals. Student goals should be created so that they can have quantifiable data. For example they should be written as “Jimmy will read 40 out of 46 sight words” instead of “Jimmy will increase his reading skills.” Also the goals should be created so that the target is something that is attainable in a six to eight week intervention period. Many teachers create an intervention binder or folder for their students to collect data in. The school district I am in uses a form that has the goal, skill, date of intervention, data of progress, and other components on it so that teachers use a uniform data sheet that can be understood by everyone (H. Richards, personal communication, March 16,

Also, I plan to observe the classroom using the Pre-Set assessment tool to observe teacher child-interaction. Additionally, I will use the tool called ASQ-SE completed by the parents. These tools will help to assess the program’s current practices. The time required to gather the data will be two months. We will set up the interview and assessment dates within that time frame. After, gathering the data we will need time to assess and discuss the information gathered. After, gathering the information we will collaborate and generate a plan. This will ensure that we are working towards one

MEASURE would be an effective tool for me to use if I was a high school counselor who was aiming to improve my school’s graduation and post secondary enrollment rates. MEASURE is an acronym for a 7-step acronym program that stands for Mission, Elements, Analyze, Stakeholder-Unite, Results/Outcome, and Educate. The reason it is an effective program is because it allows a school counseling team to target critical data elements that can be game changers toward their accountability agenda (Stone, 2016). It also allows the counseling team to organize the goals that they have and the policies they have put in place to reach those goals so that they could move the critical data in a positive direction. MEASURE also grants the school

Assessing is a major priority in the school system because this is the only way principals are aware of the progress their students and teachers are producing. It is recommended that principals meet monthly with other administrators to stay up to date on the current changes in the curriculum, instruction, and assessments. The school leadership teams must ensure that they are choosing instructional works that have high success rates for enhancing student achievement. If the data results from the assessment show that the majority of students are not producing learning gains, the school’s principal should sit down with the teacher to discuss and reevaluate the lessons that are being taught.

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.