The Data Action Plan has been an intensive experience for me as a student and teacher. I have not only learned a lot about the steps and intricacies of this process, but also about collaboration and group work. The lessons I will take from this experience will apply to all aspects of my teaching career.
Initially, I was worried about conducting this plan, because of my lack of data. I thought using mock data would hurt the authenticity of the process. We were very lucky to have a teammate who provided several pieces of literacy data, all from the same students, so that we could analyze and create a plan for a real life classroom. Being able to talk to Sarah about her Pre-K class gave us insights into the instructional tactics we would use and the differentiation that would be needed. I think our excellent analyzing of the data is evidenced by our extremely specific SMART goal. We are able to create a measurable and realistic goal for Sarah’s Pre-K students because, using the artifact tracking sheet, we knew exactly where their strengths and weaknesses lie. From there, the instructional tactics were easy to create because each member of the group contributed to the table equally. We all had different ideas and those differences in creativity helped to refine the tactics to ones that would work for all students.
The biggest recommendation I can give for data action facilitators is to work in groups or teams. Analyzing data and creating instruction involves using best practices, varying strategies, and curricular content. With the addition of more creators, you have access to more experiences and ideas. Extra eyes are not only invaluable during revision and editing, but also during outlining, planning, and implementation. After implementation, with a group you can compare your experiences and adapt the plan for future instruction. Our implementation was easy to qualify as a success because we achieved the numbered SMART goal. Over 80% of our students showed proficiency in the area of rhyming. The assessment we created was perfect for displaying this proficiency because it used words and pictures to prompt students rhyming replies, therefore was accessible for all learning abilities and levels. We also gave students enough chances, but not too many, to show their proficiency. Were we to go back and redo this action plan, we would have very little revisions to make. Instructional tactics can always use more differentiation (increased challenges and accommodations). I would also recommend to others that a good amount of time be spent on the notice and wonder and planning protocols. These protocols are essential in making sure the goal and instructional tactics match the student’s needs and will lead to success.
In the future, I plan on offering to be the data action plan facilitator at my school, to help grade level teams address needs based on their data. I would also like to be a technology specialist at my school, so that I can use this knowledge to help teachers plan their instructional response to data using technology authentically. My view of data has really transformed during this process. Before I did not think there was enough time to complete a process like this, and did not pay enough attention to data because of the amount of time spent on giving assessments. After completing this process, I see that all instruction should be centered around data, and that simply following the curricular schedule is not enough to help each and every student succeed.
Initially, I was worried about conducting this plan, because of my lack of data. I thought using mock data would hurt the authenticity of the process. We were very lucky to have a teammate who provided several pieces of literacy data, all from the same students, so that we could analyze and create a plan for a real life classroom. Being able to talk to Sarah about her Pre-K class gave us insights into the instructional tactics we would use and the differentiation that would be needed. I think our excellent analyzing of the data is evidenced by our extremely specific SMART goal. We are able to create a measurable and realistic goal for Sarah’s Pre-K students because, using the artifact tracking sheet, we knew exactly where their strengths and weaknesses lie. From there, the instructional tactics were easy to create because each member of the group contributed to the table equally. We all had different ideas and those differences in creativity helped to refine the tactics to ones that would work for all students.
The biggest recommendation I can give for data action facilitators is to work in groups or teams. Analyzing data and creating instruction involves using best practices, varying strategies, and curricular content. With the addition of more creators, you have access to more experiences and ideas. Extra eyes are not only invaluable during revision and editing, but also during outlining, planning, and implementation. After implementation, with a group you can compare your experiences and adapt the plan for future instruction. Our implementation was easy to qualify as a success because we achieved the numbered SMART goal. Over 80% of our students showed proficiency in the area of rhyming. The assessment we created was perfect for displaying this proficiency because it used words and pictures to prompt students rhyming replies, therefore was accessible for all learning abilities and levels. We also gave students enough chances, but not too many, to show their proficiency. Were we to go back and redo this action plan, we would have very little revisions to make. Instructional tactics can always use more differentiation (increased challenges and accommodations). I would also recommend to others that a good amount of time be spent on the notice and wonder and planning protocols. These protocols are essential in making sure the goal and instructional tactics match the student’s needs and will lead to success.
In the future, I plan on offering to be the data action plan facilitator at my school, to help grade level teams address needs based on their data. I would also like to be a technology specialist at my school, so that I can use this knowledge to help teachers plan their instructional response to data using technology authentically. My view of data has really transformed during this process. Before I did not think there was enough time to complete a process like this, and did not pay enough attention to data because of the amount of time spent on giving assessments. After completing this process, I see that all instruction should be centered around data, and that simply following the curricular schedule is not enough to help each and every student succeed.