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Consolidated Data Analysis Report

The Consolidated Data Analysis report consolidates all the engagement criteria observations (yellow) and academic focus area criteria observations (blue) that were entered into the Data Collection window for each teacher or the team depending on the dropdown choices at the top of the myImpact window.

The top four rows of the table displays a count of the number of times each rubric level was observed across all engagement criteria (yellow) and academic focus area criteria observations (blue) for all students across the teacher(s) chosen in the Teacher: dropdown menu at the top right in the myImpact window. The fifth row is the sums of the consolidated counts.

Below the counts are calculations showing the percent of total observations at each rubric level. The last two rows of the table display the combined percent 1 and 2 rubric level observations and combined 3 and 4 rubric level observations. The desired pattern to see from baseline through the trials is a decreasing percent of 1s and 2s and an increasing percent of 3s and 4s.

Consolidated data can be disaggregated by demographic group using the Filter: dropdown field in the top left of the report window. To compare multiple demographic groups, use the + Add Comparison button to add an additional consolidation window and choose the next demographic group for comparison.

There is a bar graph to the right of each table showing ONLY the percent 3s and 4s. If there is not a bar present for any one of the data collection periods, look at the data table. You will see there are 0% 3s and 4s for that data collection period.

MAKING SENSE OF THE DATA

The consolidated observation percents in the table reveal trends and patterns suggesting generalizable response to instruction. Higher or lower percents 3s and 4s may be interpreted in more than one way.

The higher or lower percents of 3s and 4s may indicate the actual response to instruction from one data collection period to the next.
The higher or lower percents of 3s and 4s might also indicate the opportunity provided or not provided by the learning design for students to demonstrate the criteria in the engagement rubric in a data collection period.
- Teachers should have a discussion about how their students responded to instruction and how that compares to the trends of 3s and 4s seen in the consolidated data.
  - Are the percent 3s and 4s increasing for All Students? Disaggregated groups?
  - Did students have an opportunity in the lesson to demonstrate the observable criteria in the engagement rubric?

Teachers should consider the learning design that was planned for within each data collection period to interpret the data in a meaningful way.

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