Module 10

Medium

Module 10 - Classroom-Level Goal Monitoring

Description

This module begins with the review of a background knowledge flyer prepared by the data coach. The flyer includes key concepts relevant to monitoring achievement goals. The module continues with a teacher navigating the A+ Inquiry data utilization framework to monitor classroom-level goals that were set at the beginning of the year and write an accompanying action plan based on winter interim reading assessment results of all students in her class. Participants will be given access to an A+ Inquiry graphic organizer, goal monitoring flyer, goal monitoring data planner, and updated version of the classroom-level goal setting monitoring and evaluating organizer that will be partially completed during module. The module includes 5 sections (parts 1, 2, 3A, 3B, and 4). Each part comprises multiple mastery-based chunks of content. If a participant answers all items correct in the activity portion of a chunk, the participant skips the accompanying tutorial and proceeds to the activity portion of the next chunk.

Learning Goals

Part 1 - Classroom-Level Goal Monitoring: Absorb and Ask

Increase knowledge of classroom-level goal monitoring
Increase knowledge of questions that may be formulated to guide the inquiry cycle for monitoring a classroom-level goal

Part 2 - Classroom-Level Goal Monitoring: Accumulate and Access

Increase knowledge of data that may be useful for monitoring a classroom-level goal
Increase knowledge of locations where data utilized for monitoring a classroom-level goal may be retrieved

Part 3A - Classroom-Level Goal Monitoring: Analyze

Increase skill in analyzing data to identify middle-of-period values relevant to classroom-level goal monitoring
Increase skill in analyzing data to compare middle-of-period actual values with expected values relevant to classroom-level goal monitoring
Increase skill in analyzing data to compare middle-of-period actual values with end-of-year goal values relevant to classroom-level goal monitoring
Increase skill in analyzing data to identify highest and lowest areas of performance relevant to classroom-level goal monitoring
Increase skill in analyzing data to compare the change in values relevant to the action plan focus area relevant to classroom-level goal monitoring

Part 3B - Classroom-Level Goal Monitoring: Answer

Increase knowledge of limitations that may affect analysis findings relevant to classroom-level goal monitoring
Increase knowledge of implications that may be informed by analysis findings relevant to classroom-level goal monitoring

Part 4 - Classroom-Level Goal Monitoring: Announce and Apply

Increase knowledge of how analysis findings relevant to classroom-level goal monitoring may be communicated to appropriate stakeholders
Increase knowledge of how classroom-level goals may be maintained or adjusted based on analysis findings
Increase knowledge of how an action plan may be written based monitoring classroom-level goals and supporting evidence

SLDS Data Use Standards

K.1.A Question Formation: Knows which questions can be answered with data and how to identify the nature and extent of the data needed to answer questions
K.1.C Types of Data: Knows that data come in two main forms— QUANTITATIVE and QUALITATIVE—and that, within these forms, there are other categories
K.1.E Data Metric: Knows that MEASURES can be broken down into data metrics, which are calculated for ANALYSIS and monitored for changes
K.1.F Data Sources: Knows different types of data sources and the benefits and limitations of using each
K.2.D Data Context: Knows the circumstances and purposes for which data are collected
K.3.B Data Limitations: Knows that data have limitations and that these limitations affect the interpretation and usefulness of data
S.1.A Goals and Questions: Identifies BASELINE measure(s) and poses questions that can be answered with data
S.2.A Data Discovery and Data Acquisition: Identifies and locates appropriate data sources and can access the data from various sources (e.g., classroom, school, district, state sources) for DATA ACQUISITION
S.4.C Aligned Analysis: Using appropriate technologies, conducts ANALYSIS suitable for the type of data collected, the VARIABLES identified, and the questions or hypotheses posed
S.5.C Patterns: Identifies patterns, TRENDS, and gaps in data and suggests reasons for their occurrence
S.6.B. Explanation: Explains different data representations and distinguishing features (e.g., histograms, bar charts, contingency tables)
S.6.C. Multiple Audiences: Communicates effectively about data, interprets FINDINGS, and explains progress toward goals to a variety of constituent groups (e.g., students, families, and colleagues)
S.7.A Strategies: Identifies appropriate strategies grounded in evidence to address the needs and goals identified during data ANALYSIS