Data Assessment

A grade level assessment was given to all students at our middle school. I used the data from one class to create a chart representing each standard assessed. Students were organized into groups based on whether they were assessed at meeting or not meeting the standards. I will use this data to help their teacher provide targetted support for students with needs and extended activities for those meeting standards.

Below is a link to the data assessment chart:

Data Assessment Chart

Data Analysis - Assisting Students

Each student has been grouped based on their assessment results. Every question presented on the assessment is attached to one specific standard. This made it easier to break down student needs for specific areas. A total of 10 groups have been developed based on the 10 standards assessed. The number of students assessed in this particular class is 12. All of this information has been considered when analyzing the data and considering ways to support students.

Not Meeting Standards - Student Support

When analyzing the groups of students who did not meet specific standards, I noticed that standard M:01:NO:6.4 (S) (assessment question 6) contained 11 out of the 12 students in the class. For this specific standard, I would suggesting a whole class reteach and review. Interactive whiteboard activities through created flipcharts/Smartboard resources, and online programs like IXL can be used. For standard M:03:DA:6.2 (S) (assessment question 7), the group only contained one student. Since this is a math assessment, I would reach out to the math specialist to provide one-on-one support as available. Other times, I would suggest using the online program, IXL, for the student to practice skills. Data can be collected and reviewed by the teacher from the site. Standards M:01:NO6.2 (S) and M:02:GM:6.3 (S) (assessment questions 1 & 2), the groups were very small and contained two of same three students. I would combine these two standards together when working with this group. Even though the one student, Zuitar F., is only below standards for question 1, a review of materials is always supportive and higher level thinking questions can be established for him for review of the standard he was meeting according to the assessment. Laptops can be used for review and the IXL program can be utilized for this group as well. This would also apply for the groups for standards M:03:FA: 6.3 (S) and M:04: DSP: 6.2(S) (assessment questions 8 and 10). They contain three of the same four students and the same process could be applied for this group. The remaining four groups for standards M:02:GM: 6.6 (S), M:02: GM 6.7 (S), M:03: FA:6.1 (S) and M:03: FA 6.3 (S) (assessment questions 3, 4, 5, and 9) can all be pulled as independent groups and supported through small group mini lessons, reviews, and online practice using IXL. All data can be collected by the teacher on IXL. Any additional support from the math specialist for other smaller groups may be supportive in limiting the number of groups that need to be worked with by the classroom teacher.

Meeting the Standards

When analyzing the groups of students who are, according to the standards, meeting the standards, have several students except for the one group in which 11 of 12 students did not meet the standards. 

Each of these groups of students can be given extended learning opportunities through using computer programs like IXL, and extending their learning and thinking at higher levels as needed. I would start all the students at grade level for additional practice. If they still seem to be exceeding or completing levels quickly, the next grade level up can be used to challenge their learning. These students could also work with the tech specialist and create videos showing the steps to solve specific types of problems and share them with those peers who are struggling with these concepts. This would give students the opportunity to continue practicing those skills while lending support to their below grade level peers. Other options include, working with math specialists on higher level thinking activities and games. 

Improving Teaching Strategies

Working in a class full of diverse learners can be difficult. Scaffolding is an important part of teaching and using data from assessments is essential to targetting specific weak and strong areas. I would encourage teachers to continue using this data to build groups of students based on smaller target areas as done with this assessment. I would also encourage teachers to utilize their resource specialists with the building (whether reading or math) for addtional support. Sometimes the wide range of needs can become more groups than a teacher is able to handle alone in order to meet with them frequently enough to make a difference. Integrating technology can also be another supportive tool. It increases student engagement, and can provide instant data for teachers. You can use it to create higher levels of thinking or support specific needs and conduct reviews. My last suggestion would be to work collaboratively with the tech specialist to support an understanding of what programs would be the most beneficial as well as using him/her in the classroom for those higher level groups.