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When completing the Data Overview, I created a summary of student achievement results based on the Georgia statewide standardized testing by locating and reviewing demographic and student achievement data for my school. The Data Overview included three years of longitudinal data for comparison, and I created graphs to visually represent pertinent data.
The summary also highlighted strengths and weaknesses that were derived from the analyzing the data. When engaging in the process to retrieve data for the data overview, I used digital tools to locate student achievement data. Since I had never engaged in the process before, I learned a great deal about navigating resources to find necessary data.
I learned how I must collect data from multiple sources to find desired results. This process also gave me the opportunity to analyze student achievement data to interpret results and communicate those findings effectively.
As a technology leader, I understood the importance of effectively collecting, analyzing, interpreting and reporting finds in regards to student achievement.
This allowed me to maximize student learning through suggesting and implementing interventions to improve instructional practices.
I was able to retrieve data from standardized testing and analyze it to determine trends. The learning gained from this experience gave me the opportunity to collect and analyze student achievement data from statewide testing within my school.
I interpreted results and communicated those results through a visual PowerPoint presentation. This involved the use of digital tools and resources to determine the strengths and weaknesses in school performance.
It also helped me to find ways to initiate change within the school and effective ways to implement learning strategies.
This analysis of whole school data gave me insight to what a school leader needs to do to evaluate and make changes to improve student achievement.
This task helped me to better evaluate data to evaluate student achievement gaps, which I will need when serving in a leadership position in my school. One thing that I would do differently if completing the assignment again would be to extend my analysis to all grade levels.
While the data collected in the analysis was valuable, it only dealt with student achievement in grades One change that I would make would be focusing on a piece of data that affected with multiple grade levels, such as student reading levels or math benchmark data.
This would affect school improvement as a whole, and not just the grades tested on statewide testing. This field experience could impact school improvement at Powder Springs because it analyzes data from statewide testing and determines areas of strength and weakness.
It also can promote faculty development, because it identifies specific areas that can be focused on within the school to improve student performance.
Student learning also is impacted due to this field experience because analysis of data resulted in the surfacing of trends directly related to student learning. This impact can be assessed through the analysis of future standardized assessments.Grade 5 Writing Assessment, which, in Gwinnett, is a Gateway test.
In addi- tion, the state requires 5th graders to meet grade-level expectations on the Georgia Criterion-Referenced Competency. The 3,5 and 8th grade Writing Assessment and the. CRCT-M will no Algebra, Analytic Geometry, Physical Science, Biology.
assesses the same grade-level Georgia Performance Standards The Eighth Grade Writing Assessment is 8th grade physical science crct study guide. Title: 8th grade physical science crct study guide.
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myON reader tracks book usage and reading growth over time and can project a student’s future reading score based . Education in Japan is compulsory at the elementary and lower secondary levels. Most students attend public schools through the lower secondary level, but private education is popular at the upper secondary and university levels..
Education prior to elementary school is provided at kindergartens and day-care centers. Public and private day-care centers take children from under age 1 on up to 5. Duncan Creek Elementary students will increase academic performance on the Georgia 5th Grade Writing Assessment resulting in % of students meeting grade level standards and 45% of the students performing at the exceeds level.