Module 13

Medium

Module 13 - Student-Level Goal Evaluation

Description

This module begins with the review of a background knowledge flyer prepared by the data coach. The flyer, which also appears in Module 12, includes key concepts relevant to evaluating achievement goals. The module continues with a teacher navigating the A+ Inquiry data utilization framework to evaluate an individual-level goal that was set at the beginning of the year and monitored during the middle of the year based on the student’s spring interim reading assessment results. Participants will be given access to an A+ Inquiry graphic organizer, goal evaluating flyer, goal evaluating data planner, and updated version of the student-level goal setting monitoring and evaluating organizer that will be completed during the module. The module includes 5 sections (parts 1, 2, 3A, 3B, and 4). Each part comprises multiple mastery-based chunks of content. If a participant answers all items correct in the activity portion of a chunk, the participant skips the accompanying tutorial and proceeds to the activity portion of the next chunk.

Learning Goals

Part 1 - Student-Level Goal Evaluation: Absorb and Ask

  • Increase knowledge of questions that may be formulated to guide the inquiry cycle for evaluating a student-level goal

Part 2 - Student-Level Goal Evaluation: Accumulate and Access

  • Increase knowledge of data that may be useful for evaluating a student-level goal
  • Increase knowledge of locations where data utilized for evaluating a student-level goal may be retrieved

Part 3A - Student-Level Goal Evaluation: Analyze

  • Increase skill in analyzing data to identify an end-of-period value relevant to student-level goal evaluating
  • Increase skill in analyzing data to compare end-of-period actual and baseline values relevant to student-level goal evaluating
  • Increase skill in analyzing data to compare end-of-period actual and end-of-year goal values relevant to student-level goal evaluating
  • Increase skill in analyzing data to identify highest and lowest areas of performance relevant to student-level goal evaluating
  • Increase skill in analyzing data to compare the change in values in the action plan focus areas relevant to student-level goal evaluating

Part 3B - Student-Level Goal Evaluation: Answer

  • Increase knowledge of limitations that may affect analysis findings relevant to student-level goal evaluating
  • Increase knowledge of implications that may be informed by analysis findings relevant to student-level goal evaluating

Part 4 - Student-Level Goal Evaluation: Announce and Apply

  • Increase knowledge of how analysis findings relevant to student-level goal evaluating may be communicated to appropriate stakeholders
  • Increase knowledge of decisions that may be made based on analysis findings relevant to student-level goal evaluating

SLDS Data Use Standards

  • K.1.A Question Formation: Knows which questions can be answered with data and how to identify the nature and extent of the data needed to answer questions
  • K.1.C Types of Data: Knows that data come in two main forms—quantitative and qualitative—and that, within these forms, there are other categories
  • K.1.E Data Metric: Knows that measures can be broken down into data metrics, which are calculated for analysis and monitored for changes
  • K.1.F Data Sources: Knows different types of data sources and the benefits and limitations of using each
  • K.2.D Data Context: Knows the circumstances and purposes for which data are collected
  • K.3.B Data Limitations: Knows that data have limitations and that these limitations affect the interpretation and usefulness of data
  • S.1.A Goals and Questions: Identifies BASELINE measure(s) and poses questions that can be answered with data
  • S.2.A Data Discovery and Acquisition: Identifies and locates appropriate data sources and can access the data from various sources (e.g., classroom, school, district, state sources) for data acquisition
  • S.4.C Aligned Analysis: Using appropriate technologies, conducts ANALYSIS suitable for the type of data collected, the VARIABLES identified, and the questions or hypotheses posed
  • S.5.C Patterns: Identifies patterns, TRENDS, and gaps in data and suggests reasons for their occurrence
  • S.6.B. Explanation: Explains different data representations and distinguishing features (e.g., histograms, bar charts, contingency tables)
  • S.6.C. Multiple Audiences: Communicates effectively about data, interprets FINDINGS, and explains progress toward goals to a variety of constituent groups (e.g., students, families, and colleagues)
  • S.7.A Strategies: Identifies appropriate strategies grounded in evidence to address the needs and goals identified during data ANALYSIS
Medium

Module 13 Part 1 - Student-Level Goal Evaluation: Absorb and Ask

Medium

Medium

Module 13 Part 2 - Student-Level Goal Evaluation: Accumulate and Access

Medium

Medium

Module 13 Part 3A - Student-Level Goal Evaluation: Analyze

Medium

Medium

Module 13 Part 3B - Student-Level Goal Evaluation: Answer

 
Medium

Medium

Module 13 Part 4 - Student-Level Goal Evaluation: Announce and Apply

Medium

Medium