Gray, R.

Reflection
2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to
systematically collect and analyze student achievement data, interpret results,
communicate findings, and implement appropriate interventions to improve instructional
practice and maximize student learning.

In the ITEC/EDL 7305 Data Analysis & School Improvement course, educators utilize
data to identify school improvement needs and make informed decisions based on these needs.
In this course, I was able to collect, analyze, and use various student assessment data to aid me in
finding solutions to student learning problems. The Data Overview multimedia presentation
was created by me to highlight the strengths and weakness of student achievement data. This
artifact is a summary of student achievement results that identifies the strengths and weaknesses
of ninth grade students on the ninth-grade Literature and Mathematics EOCT/EOC. Using
graphs such as pie charts, bar charts, and line charts, I created this artifact to aid my data team in
determining the appropriate strategies for increasing academic achievement in these areas.
The Data Overview artifact demonstrates my mastery of the standard because it was
created using digital tools to analyze student achievement data on the ninth-grade Literature and
Mathematics EOCT/EOC. Using PowerPoint, I began my presentation by providing a clearly
define purpose of the overview and the objectives I wanted the data team to achieve. Using the
data that I collected and analyze, I interpreted and communicated my findings by using a variety
of graphs and summaries in my presentation. Using Excel, I created these graphs to show three
years of longitudinal data, which include demographical data and student proficiency data on the
ninth-grade Literature and Mathematics EOCT/EOC.
As I analyzed the data, I was able to utilize graphs to show the percentage of students
proficient in ninth-grade Literature and Mathematics EOCT/EOC, as well as the percentage of

Gray, R.
Reflection
proficient students by race/ethnicity on the over a three year period. I also included the
percentage of Ninth-Grade Students proficient in ninth-grade Literature and Mathematics
EOCT/EOC compared to the District. Since our Hispanic population is the fastest-growing
minority population in the school, I compared the proficiency of our Ninth-Grade Latino
Students to other Ninth-Grade Latino Students in the District. In my presentation, I
communicated to the data team that there was a 4% achievement gap in mathematics between
Latino and African-American students, our strongest area is ninth-grade Literature, and the
weakest area is ninth-grade Math. In my presentation, I communicated to the data team that this
weakness could be contributed to the demographical data that I collected. After analyzing my
data, I discovered that there are language, and cultural barriers among students and teachers, low
parental involvement, a high student transiency rate, and changes in the Mathematic Curriculum.
Towards the end of my presentation, I implemented appropriate interventions to improve
instructional practice and maximize student learning by stating the area of improvement, which
is ninth-grade mathematics. I also indicated to my data team that our goal was to increase this
content area. I also gave my data team a task by asking them to help increase proficiency in this
area. I suggested that as a data team, we should research strategies that would aid our ninthgraders in becoming proficient in mathematics; decide which standards we should focus upon;
Drill down into student-learning data; triangulate our data sources which include analyzing and
examining additional student work; identify achievement gaps for individual students and
student groups. At the end of the presentation, I left my data team with a takeaway. In my
takeaway, I reminding them that our students were not the problem but the problem is about
learning.

Gray, R.
Reflection
As a result of completing this artifact, I learned that as a technology leader, it is
imperative that I lead and guide my data team in effectively utilizing data to increase student
achievement. When we focus on drilling down into the data, we can narrow the achievement
gaps between students, and identify a student learning problem. Once this problem is identified,
the data team can collaboratively establish causes of the student learning problem, seek strategies
to rectify the problem and establish a plan of action that can be implemented and monitored.
This artifact could be improved by, posing a question for the audience to help them identify any
patterns they may see in the data.
The Data Overview artifact will impact faculty development and student learning because
it helps us to identify the strengths and weaknesses of ninth grade students on the ninth-grade
Literature and Mathematics EOCT/EOC. Using this presentation, can help the faculty determine
the appropriate strategies for increasing proficiency among these students. After we implement
the strategies such as improving academic instruction, we can assess this artifact by collecting
data on student proficiency on the ninth-grade Literature and Mathematics EOCT/EOC. Once
data has been recollected, we will identify any strengths or weaknesses, make a plan of action,
and evaluate those results.