One objective of this module is to help participants recognize the difference between analyzing data at the classroom unit of analysis compared to the student level of analysis; an important distinction for those seeking to make learning more personalized. After working through content to meet this aim, participants engage in a data inventory activity to identify and prioritize sources of data according to which are likely to be most useful to address COVID learning losses and prepare for in-person, hybrid and remote learning options. Described below is the four-step activity.
Step 1: Participants listen to a recorded mini-lesson about building a data inventory, and exploring the Sources of Data portion of the Establish a Blended Data Culture Playlist.
Step 2: Participants are provided examples of district and campus level data inventories for study and reflection. They are then provided a blank data inventory template and asked to develop a data inventory for their campus. At this stage, educators consider basic questions including: Which data sources do we currently have? How are we using the data source? How could we be using this data?
Data Inventory Template ➞
Step 3: Once data sources are listed in the inventory template, participants are asked to identify high priority data sources most helpful for personalizing teaching and learning in the current context. Guiding questions to support their thinking include: Which data sources provide the best information about student learning gaps? Which data sources provide sufficiently granular, student level data to allow teachers to personalize instruction on an ongoing basis? Are we missing certain data sources which will better enable us to personalize instruction (e.g., proficiency based growth assessments)? Do data sources overlap which we might streamline?
Step 4: The final step of this activity is to conduct a “pressure test” which takes participants through a checklist of questions to allow them to make adjustments to their plans for using various sources of data in light of COVID. The pressure test includes these types of questions: Will you have sufficient data if students are not on campus to complete assessments? Which assessments allow you to modify the assessment windows? Can data be viewed at an individual student level (e.g., instructional level by student, standards by student)? Are assessment cycles for certain assessments sufficiently short and reliable to enable teachers and students to make weekly instructional decisions?