Module 11

Medium

Module 11 - Student-Level Goal Monitoring

Description

This module begins with the review of a background knowledge flyer prepared by the data coach. The flyer, which also appears in Module 10, includes key vocabulary and concepts relevant to monitoring achievement goals. The module continues with a teacher navigating the A+ Inquiry data utilization framework to monitor an individual-level goal that was set with a student at the beginning of the year and write an accompanying action plan based on the student’s winter interim reading assessment results. Participants will be given access to an A+ Inquiry graphic organizer, goal monitoring flyer, goal monitoring data planner, and updated version of the student-level goal setting monitoring and evaluating organizer that will be partially completed during the 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 - Student-Level Goal Monitoring: Absorb and Ask

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

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

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

Part 3A - Student-Level Goal Monitoring: Analyze

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

Part 3B - Student-Level Goal Monitoring: Answer

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

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

Increase knowledge of how analysis findings relevant to student-level goal monitoring may be communicated to appropriate stakeholders
Increase knowledge of how a student-level goal may be maintained or adjusted based on analysis findings
Increase knowledge of how an action plan may be written based monitoring a student-level goal 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 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