Reflection on using data in instruction
Using data to drive instruction has become a huge push in New York City schools. I initially felt that data was important to collect to drive daily instruction. After analyzing the data for my school, I was able to determine common areas of strength and areas in need of improvement. I realized that becoming familiar with my entire school's data, I was able to better plan with my grade, share resources to support other teachers, and request support from staff. I also realized that I need to be aware of my school as a whole, rather than just focus on my own class. This helps create a more cohesive learning environment in which a high level of support is in place.
This assignment helped me practice analyzing broad data from multiple years, subjects, and areas. This provided me with the skills to look more closely at specific data of my grade, class, and individual students. Although I believed I had a firm understanding of what my students needed, keeping track of specific data ensured I was working on specific goals. This also allowed for me to collaborate with colleagues and provide support for my students.
This assignment also helped me design a reading intervention plan for my school. I noticed that a common trend in the upper grades was a number of students in each grade who continued to struggle with phonemic awareness and phonological skills. These students have the comprehension skills, but because they do not understand sound/letter relationships, cannot read on grade level. This severely impacts ELA scores on state tests. These students need explicit, consistent, and intense instruction of letter sound relationships. This takes many years of specific instruction that teachers do not have the time or resources to support. I proposed designating the first period of every day to develop specific word study skills. For the first period, students from the grade will go to designated classrooms with other students with the same needs. Students grouped by level for this period allows for students to receive the specific reading intervention support they need.
I have greatly improved my skills to analyze, and use data to drive instruction. It has helped me professionally and allowed me to become a more effective educator and member of my school.
This assignment helped me practice analyzing broad data from multiple years, subjects, and areas. This provided me with the skills to look more closely at specific data of my grade, class, and individual students. Although I believed I had a firm understanding of what my students needed, keeping track of specific data ensured I was working on specific goals. This also allowed for me to collaborate with colleagues and provide support for my students.
This assignment also helped me design a reading intervention plan for my school. I noticed that a common trend in the upper grades was a number of students in each grade who continued to struggle with phonemic awareness and phonological skills. These students have the comprehension skills, but because they do not understand sound/letter relationships, cannot read on grade level. This severely impacts ELA scores on state tests. These students need explicit, consistent, and intense instruction of letter sound relationships. This takes many years of specific instruction that teachers do not have the time or resources to support. I proposed designating the first period of every day to develop specific word study skills. For the first period, students from the grade will go to designated classrooms with other students with the same needs. Students grouped by level for this period allows for students to receive the specific reading intervention support they need.
I have greatly improved my skills to analyze, and use data to drive instruction. It has helped me professionally and allowed me to become a more effective educator and member of my school.
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