A) 4.6: Assist educators and leaders in securely collecting and analyzing student data.

• For this standard, I decided to include two alternative sources that help assist and document different ways educators can collect and analyze student data. 

  • 1. The first resource is a skill journal that I created for EDTL 6310. In that week's skill journal, I also practiced missing refining skills in Google Forms, primarily since that application is used to gather data trends. The screenshots show data from an assessment to show student growth and use Google Forms as a grading rubric.  You can access the skill journal by clicking here. 

    2. For the second resource, I created a Google Sheets organized spreadsheet based on the needs assessment distributed in EDTL 6320. I took the data from the survey and organized it by section, response type, and grade level. This helped identify common trends and the most varied answers. This process led to creating of data charts and professional development recommendations (linked in 4.5). By organizing trend data, I could make better judgments on what educators felt their district plans required to be successful.  Please access the data trends by clicking here.

B) 4.6: Support educators in interpreting qualitative and quantitative data to inform their decisions and support individual student learning.

1. In this section, I decided to include a pre-assessment and video tutorial that I created in response to analyzing how to use Google Forms for data-related purposes. In our TBTs, we often use Google Forms to assess trend data, which helps us decide how to help students best and differentiate. The pre-assessment also allows students to identify their comprehension of the subject matter. These data-collecting techniques are great for analyzing what students need to be successful and what areas they struggle in. You can access the pre-assessment and tutorial video here. 

2. The next resource was a literature review that was created to promote UDL within the classroom. This project was the beginning of my interest in the UDL category and exploring how its framework could be implemented within a technology-focused classroom. This literature review explores the evolving goal of the UDL framework to support students with learning disabilities while also reviewing how using digital resources in the UDL-based classroom is helping build more empowered and equitable learning experiences. You can visit the literature review here. 

C) 4.6: Partner with educators to empower students to use learning data to set their own goals and measure their progress.

• In ELA, we often believe in giving students a variety of different ways to assess their own learning, their peers, and their goals. We encourage them to constantly check their progress and set goals for themselves to achieve throughout the school year.  The following resources all seek to empower students to take ownership of their learning. 

  1. 1. The first resource is a goal sheet that students fill out each school year as they complete their MAP testing. These goal sheets encourage students to analyze their scores and rankings and make goals for the next testing cycle.  The goal sheet can be accessed by clicking here.  

     2. As a teacher, I also empower students by giving them individual feedback digitally on their documents and on paper to provide both strengths and weaknesses in their writing. This helps empower students to assess their rubric data and match this with comments left by the teacher. I included some sample feedback forms for students along with this standard. 

     3. The instant replay activity uses rubric evaluations and student input to assess their work or their peer's work. This involves students measuring their success in sections by identifying their strengths and weaknesses. You can access the form by clicking here.