Week 2 Discussion – Surprises in Data
After completing this week’s Readings and Resources, respond to the following questions.
As you look at the data you have collected over these many months, what do you see that has surprised you? Do the data reflect any preconceived notions you may have had as you started the process? What did you find in the data that you would like to change?
Your initial response is due by 11:55 p.m. Eastern Time on Wednesday and should be between 200-250 words. The initial posting should be a statement of your point of view on the question, supported by the required readings. You are also required to post a response to at least two of your fellow classmates per discussion forum by 11:55 p.m. Eastern Time on Sunday and it should be between 50-75 words each. The responses should also be a substantive response that demonstrates a comprehension of the reading material. Responses such as “I agree” or “I disagree” are not acceptable or will not be counted as a response.
Surprises in Data
Sunday, January 12, 2020, 1:00 PM
As I look at the data that I have collected over the last two years, there are many things that surprise me and many trends I have seen year to year. One of the things in the data that surprises me most is how close my school was year to year in terms of meeting or exceeding growth or reaching the next letter on the letter scale. It seems like every year we were just one point or even half a point away from reaching goals we had set in order to grow year to year.
At the same time, the data does reflect some of my preconceived notions when I started the process. I’ve always known that working with students who are considered “at-risk” or who have not been successful in the traditional school system can be an uphill battle because by the time we get them in high school, they’ve been overlooked or pushed through the system so much that they are missing so many fundamental skills that makes it difficult for them to perform on standardized exams.
After analyzing data extensively, there are several things I think could change. I would like to better prepare and support teachers to help them make the extra push to reach goals each year. I also think teacher turnover and having a transient student body also has an effect on data and I want to find a way to retain teachers and not have as fluid of a student body. I think that both of these changes would help continue to grow our students each year.
Surprises in Data
S
unday, January 12, 2020, 1:00 PM
As I look at the data that I have collected over the last two years, there are many things
that surprise me and many trends I have seen year to year. One of the things in the
data that surprises me most is how close
my school was year to year in terms of
meeting or exceeding growth or reaching the next letter on the letter scale. It seems like
every year we were just one point or even half a point away from reaching goals we had
set in order to grow year to year.
At
the same time, the data does reflect some of my preconceived notions when I started
the process. I’ve always known that working with students who are considered “at
–
risk”
or who have not been successful in the traditional school system can be an uphill ba
ttle
because by the time we get them in high school, they’ve been overlooked or pushed
through the system so much that they are missing so many fundamental skills that
makes it difficult for them to perform on standardized exams.
After analyzing data ext
ensively, there are several things I think could change. I would
like to better prepare and support teachers to help them make the extra push to reach
goals each year. I also think teacher turnover and having a transient student body also
has an effect on
data and I want to find a way to retain teachers and not have as fluid of
a student body. I think that both of these changes would help continue to grow our
students each year.
Surprises in Data
Sunday, January 12, 2020, 1:00 PM
As I look at the data that I have collected over the last two years, there are many things
that surprise me and many trends I have seen year to year. One of the things in the
data that surprises me most is how close my school was year to year in terms of
meeting or exceeding growth or reaching the next letter on the letter scale. It seems like
every year we were just one point or even half a point away from reaching goals we had
set in order to grow year to year.
At the same time, the data does reflect some of my preconceived notions when I started
the process. I’ve always known that working with students who are considered “at-risk”
or who have not been successful in the traditional school system can be an uphill battle
because by the time we get them in high school, they’ve been overlooked or pushed
through the system so much that they are missing so many fundamental skills that
makes it difficult for them to perform on standardized exams.
After analyzing data extensively, there are several things I think could change. I would
like to better prepare and support teachers to help them make the extra push to reach
goals each year. I also think teacher turnover and having a transient student body also
has an effect on data and I want to find a way to retain teachers and not have as fluid of
a student body. I think that both of these changes would help continue to grow our
students each year.
Surprises in Data
Monday, January 13, 2020, 12:24 PM
In regards to student achievement, I was surprised that we have been able to meet or get very close to most of goals. Often times our projected or estimated average measures are extremely close to our actual measures. As a new school, I thought there would be a significant drop in averages across all grades and demographics because we have begun our own policies and interventions. I thought we would need time to figure out what works and what does not work. Technically speaking, our first group of students were not really a true representation of the teachers at our school. The students were demonstrating what they learned at previous schools. Therefore, we have limited data to access from our student body.
Over the last two years, the students at risk has not changed much. Part of this is due to the new students that come into the school and add to the at risk number. While the students who are identified as a student at risk, remain at risk until they leave school. Also, the qualifications for at risk students has changed in recent years, therefore more students are now identified as at risk.
One piece of data that surprised me is our SC Ready Math Scores and SC PASS Science scores. The gap in percentage of students scoring at the meets or exceeds level in math decreased by 4%, but in science it increased by 5.5%. Usually Science and Math are connected and move in similar data patterns. With one gap getting smaller and the other getting larger, I was surprised at the movement in data over the last two years.
Surprises in Data
Monday, January 13, 2020, 12:24 PM
In regards to student achievement, I was surprised that we have been able to meet or
get
very close to most of goals. Often times our projected or estimated average
measures are extremely
close to our actual measures. As a new school, I thought there
would be a significant drop in averages across all grades and demographics because
we have be
gun our own policies and interventions. I thought we would need time to
figure out what works and what does not work. Technically speaking, our first group of
students were not really a true representation of the teachers at our school. The
students were d
emonstrating what they learned at previous schools. Therefore, we
have limited data to access from our student body.
Over the last two years, the students at risk has not changed much. Part of this is due to
the new students that come into the school and a
dd to the at risk number. While the
students who are identified as a student at risk, remain at risk until they leave school.
Also, the qualifications for at risk students has changed in recent years, therefore more
students are now identified as at risk.
One piece of data that surprised me is our SC Ready Math Scores and SC PASS
Science scores. The gap in percentage of students scoring at the meets or exceeds
level in math decreased by 4%, but in science it increased by 5.5%. Usually Science
and Math are c
onnected and move in similar data patterns. With one gap getting
smaller and the other getting larger, I was surprised at the movement in data over the
last two years.
Surprises in Data
Monday, January 13, 2020, 12:24 PM
In regards to student achievement, I was surprised that we have been able to meet or
get very close to most of goals. Often times our projected or estimated average
measures are extremely close to our actual measures. As a new school, I thought there
would be a significant drop in averages across all grades and demographics because
we have begun our own policies and interventions. I thought we would need time to
figure out what works and what does not work. Technically speaking, our first group of
students were not really a true representation of the teachers at our school. The
students were demonstrating what they learned at previous schools. Therefore, we
have limited data to access from our student body.
Over the last two years, the students at risk has not changed much. Part of this is due to
the new students that come into the school and add to the at risk number. While the
students who are identified as a student at risk, remain at risk until they leave school.
Also, the qualifications for at risk students has changed in recent years, therefore more
students are now identified as at risk.
One piece of data that surprised me is our SC Ready Math Scores and SC PASS
Science scores. The gap in percentage of students scoring at the meets or exceeds
level in math decreased by 4%, but in science it increased by 5.5%. Usually Science
and Math are connected and move in similar data patterns. With one gap getting
smaller and the other getting larger, I was surprised at the movement in data over the
last two years.
Surprises in Data
Monday, January 13, 2020, 12:47 PM
As I look at the data I have collected over these many months, I have been consistently surprised that our white students show more growth on benchmark assessments and score higher on state assessments than the majority of our African American students. Having taught or served as an administrator in this school for over ten years, I knew the trends, but I had the preconceived notion that we were doing all the right things to close the achievement gap. We have analyzed data, created instructional plans with up-to-date strategies, we have changed the “face” of our school by creating more diversity among faculty members. We have championship sports and academic teams. We have been recognized as the only middle school to receive an Excellent rating from the State Department of Education in our region for the last two years. Yet, we are not growing our African American students at the same rates as our white students. This is the thing I would like to change. I really do believe all students can learn, but it is clear to me that, as stated by Frederick Brown, we are trying to “make sense of these data with the strategies we’ve already tried and not confront the barriers to real progress” (p.2). One of those barriers is the lack of parent participation in our school. Studies have shown that students do better when their parents are involved. We must do more to get our parents out for academic reasons and not just football and basketball games. Another issue is that the current way of things, the lack of participation, is the culture of the community. That has got to be changed if all of our students are ever going to live up to their potential.
Citation: Brown, Frederick. Advancing the Standards. The Learning Principal, Fall 2012.
Surprises in Data
Monday, January 13, 2020, 12:47 PM
As I look at the data I have collect
ed over these many months, I have been
consistently surprised that our white students show more growth on benchmark
assessments and score higher on state assessments than the majority of our African
American students. Having taught or served as an administ
rator in this school for over
ten years, I knew the trends, but I had the preconceived notion that we were doing all
the right things to close the achievement gap. We have analyzed data, created
instructional plans with up
–
to
–
date strategies, we have chang
ed the “face” of our school
by creating more diversity among faculty members. We have championship sports and
academic teams.
We have been recognized as the only middle school to receive an
Excellent rating from the State Department of Education in our re
gion for the last two
years. Yet, we are not growing our African American students at the same rates as our
white students.
This is the thing I would like to change.
I really do believe all students
can learn, but it is clear to me that, as stated by Fre
derick Brown, we are trying to “make
sense of these data with the strategies we’ve already tried and not confront the barriers
to real progress” (p.2). One of those barriers is the lack of parent participation in our
school.
Studies have shown that studen
ts do better when their parents are
involved.
We must do more to get our parents out for academic reasons and not just
football and basketball games. Another issue is that the current way of things, the lack
of participation, is the culture of the communi
ty.
That has got to be changed if all of our
students are ever going to live up to their potential.
Citation: Brown, Frederick.
Advancing the Standards
. The Learning Principal, Fall 2012.
Surprises in Data
Monday, January 13, 2020, 12:47 PM
As I look at the data I have collected over these many months, I have been
consistently surprised that our white students show more growth on benchmark
assessments and score higher on state assessments than the majority of our African
American students. Having taught or served as an administrator in this school for over
ten years, I knew the trends, but I had the preconceived notion that we were doing all
the right things to close the achievement gap. We have analyzed data, created
instructional plans with up-to-date strategies, we have changed the “face” of our school
by creating more diversity among faculty members. We have championship sports and
academic teams. We have been recognized as the only middle school to receive an
Excellent rating from the State Department of Education in our region for the last two
years. Yet, we are not growing our African American students at the same rates as our
white students. This is the thing I would like to change. I really do believe all students
can learn, but it is clear to me that, as stated by Frederick Brown, we are trying to “make
sense of these data with the strategies we’ve already tried and not confront the barriers
to real progress” (p.2). One of those barriers is the lack of parent participation in our
school. Studies have shown that students do better when their parents are
involved. We must do more to get our parents out for academic reasons and not just
football and basketball games. Another issue is that the current way of things, the lack
of participation, is the culture of the community. That has got to be changed if all of our
students are ever going to live up to their potential.
Citation: Brown, Frederick. Advancing the Standards. The Learning Principal, Fall 2012.
Surprises in Data
Monday, January 13, 2020, 6:10 PM
As I look at the data that I have been collecting and we have analyzed as a school, I was surprised when we found out that we did not meet growth as a school for the 2017/2018 school year. In the past, we had always met or exceeded growth and promoting the growth of all students has been an on-going focus at our school. For the 2018/2019 school year, we did meet growth overall as a school and in all but one subgroup. Our Hispanic subgroup did not meet growth (despite this subgroup meeting growth the year before). This has led us to think about root causes and brainstorm ways that we can work collaboratively within our school and with all stakeholders, including families, to promote consistent growth for students in this subgroup.
The data that I have gathered and analyzed does reflect some preconceived notions that I had as I started the process. My school typically has fairly high proficiency percentages on EOGs overall, but I was aware that there were likely discrepancies between the subgroups. From digging into the data, I have seen a significant difference between the percent proficient in our Black, Hispanic, and Students with Disabilities subgroups compared to our overall school percent proficient. Closing this achievement gap is something I believe all educators wish to change. This is at the heart of our School Improvement Plan and is a focus within my Capstone Project. Additionally, I would like for our school to meet or exceed growth each year, overall as a school and within each subgroup.
Surprises in Data
Monday, January 13, 2020, 6:10 PM
As I look at the data that I have been collecting and we have analyzed as a school, I
was surprised when we found
out that we did not meet growth as a school for the
2017/2018 school year. In the past, we had always met or exceeded growth and
promoting the growth of all students has been an on
–
going focus at our school. For the
2018/2019 school year, we did meet growt
h overall as a school and in all but one
subgroup. Our Hispanic subgroup did not meet growth (despite this subgroup meeting
growth the year before). This has led us to think about root causes and brainstorm ways
that we can work collaboratively within our
school and with all stakeholders, including
families, to promote consistent growth for students in this subgroup.
The data that I have gathered and analyzed does reflect some preconceived notions
that I had as I started the process. My school typically
has fairly high proficiency
percentages on EOGs overall, but I was aware that there were likely discrepancies
between the subgroups. From digging into the data, I have seen a significant difference
between the percent proficient in our Black, Hispanic, and
Students with Disabilities
subgroups compared to our overall school percent proficient. Closing this achievement
gap is something I believe all educators wish to change. This is at the heart of our
School Improvement Plan and is a focus within my Capstone
Project. Additionally, I
would like for our school to meet or exceed growth each year, overall as a school and
within each subgroup.
Surprises in Data
Monday, January 13, 2020, 6:10 PM
As I look at the data that I have been collecting and we have analyzed as a school, I
was surprised when we found out that we did not meet growth as a school for the
2017/2018 school year. In the past, we had always met or exceeded growth and
promoting the growth of all students has been an on-going focus at our school. For the
2018/2019 school year, we did meet growth overall as a school and in all but one
subgroup. Our Hispanic subgroup did not meet growth (despite this subgroup meeting
growth the year before). This has led us to think about root causes and brainstorm ways
that we can work collaboratively within our school and with all stakeholders, including
families, to promote consistent growth for students in this subgroup.
The data that I have gathered and analyzed does reflect some preconceived notions
that I had as I started the process. My school typically has fairly high proficiency
percentages on EOGs overall, but I was aware that there were likely discrepancies
between the subgroups. From digging into the data, I have seen a significant difference
between the percent proficient in our Black, Hispanic, and Students with Disabilities
subgroups compared to our overall school percent proficient. Closing this achievement
gap is something I believe all educators wish to change. This is at the heart of our
School Improvement Plan and is a focus within my Capstone Project. Additionally, I
would like for our school to meet or exceed growth each year, overall as a school and
within each subgroup.