Standard 2.

8 Data Analysis Reflection

Standard 2.8 focuses on the ability to model and facilitate the use of digital tools and resources to
collect, analyze, and interpret student achievement data, to communicate the findings and to
implement appropriate interventions to improve instructional practice and maximize student
learning. The artifacts chosen to support the skills described in this standard are the Data
Overview from ITEC 7305, and the IT Grant Proposal form ITEC 7410. Both were individual
assignments, although the grant proposal was completed using the provided template.
The Data Overview models and facilitates the communication of the findings from the data
analysis I completed of our EOCT scores. I had to collect, analyze and interpret student
achievement data and then present my findings to a group of stakeholders. The video shows this
presentation. The data was collected by contacting our Curriculum director in the county who
then emailed me data spreadsheets provided by the state of our EOCT scores for the past 3 years.
I then used Microsoft Excel to aggregate and chart the data to aid in my interpretation. The Data
overview also suggests the implementation to appropriate interventions to help improve the
student achievement in the future.
The IT Grant Proposal resulted from another data collection looking at assistive technology
usage at the school and digital equity. We have a growing ESOL population and the study
revealed that students would benefit from some more assistive technologies to help provide the
least restrictive learning environment and improve student success. The Grant Proposal outlines a
plan to model and facilitate the use of digital tools and resources to implement appropriate
interventions to improve instructional practice and maximize student learning. Implementation
of that plan will ensure that the students experience greater accessibility to text based resources
using translator pens.
From this experience, I learned that effective data analysis does not have to be overwhelming.
There are so many tools and resources available to help in the analysis process. I especially
benefited for the knowledge of value-added data versus cohort data. This will change the way I
look at data as an educator and faculty member. I am more informed as to how I can make
effective use of data to drive instructional changes now that I understand the data better. If I
could change anything, I would probably have presented this to our faculty or Board of
Education. I was very proud of the analysis and even though I completed it during the summer, I
feel it would have been a revealing presentation to share with a wider audience than just my
classmates.
The work that went into the creation of these artifacts will have a direct impact on school
improvement and student learning. Because learning challenges can be identified with evidence,
specific interventions can be put into place using that evidence. For example, teachers intuition
told the faculty that we had a low cohort of sophomore students. Now, having the data, we are
able to really work with those students to effect change. Rather than intuition, teachers can

modify their instruction to include research-based interventions that are designed specifically for
the identified learning challenges of this cohort. Assessing the impact will be very
straightforward by looking at success rate of this cohort as Juniors.