# data[].attributes.body
I use exit tickets and reflections to check for understandings and adjust lessons based on those scores.

# data[].attributes.body
How do I view data?

Students and teachers look at their lexile scores from Achieve3000 to understand appropriate texts for their reading level

Sometimes it can be difficult to collect accurate data when students are disinterested in testing

When analyzing data, not one part of it should be the main focus. It should be analyzed as a whole with all students considered. When finding solutions based on data, it must be a solution that encompasses all parts of the data

Students should be encouraged to improve their data

We need to stress the importance to students and educators the importance of data as one of the best means of helping students improve their learning

Data has been important in my classroom when it comes to scaffolding certain readings

# data[].attributes.body
I use MAP scores from the Fall and Winter to help drive my small group instruction. I also use other tools like Achieve data and have the scholars examine where they are at for each month. Other little tools that I use are exit tickets, formative assessments, summative assessments, and cfu. As an educator I have to determine where my students are at, but there is a lot that goes into the data research.

# data[].attributes.body
I think a school culture of not just ramping students for the test and then reflecting on the the MAP 3 times a year when they take it, but also imbedding an intrinsic desire for students to want to improve and take control of their learning would benefit students overall.

# data[].attributes.body
Data: Helps me to try new approaches and measure what works. It is also my excuse for why we are doing what we are doing. Reason:)

Across and within classes to show trends: Attandance to class average/missing assignments. We review as classes.

MAP: what skills should the focus, analyzing text, assessing assessment questions.

# data[].attributes.body
Students play a crucial role in understanding and using their own data to track their progress, set goals, and make informed decisions about their learning, By involving students in the data analysis process, they can develop a deeper understanding of their strengths and areas for improvement. This can empower them to take ownership of their learning, set meaningful goals, and make adjustments to their study habits or strategies as needed.

# data[].attributes.body
Data is a great tool to measure and track student progress, but it doesn't account for the many other factors that play into said data. For example, students not receiving appropriate services per their IEPs and other learning needs because of high teacher turnover rate and lack of certified staff to assist them and provide services

# data[].attributes.body
Data gives me a sick feeling, feels like we are putting kids in a box...

However, when you see a kid's pride in meeting their goal it is pretty powerful. I think some kids are embarassed by their scores so then they pretend not to care and get caught in this cycle of not doing well.

# data[].attributes.body
~Types of data:

entry and exit tickets

MAP

IAR

student responses

quizzes and summative assessments

iReady lesson progress

ST Math

My co-teacher and I are honest and open about student progress and the progress they are making. Students have weekly iReady and ST Math goals they are required to meet.

Student grades are updated daily so students understand how they are performing.

Small groups are pulled DAILY to push students in their thinking and/or to address misconceptions immediately.

Students are MAP reflecting individually and with the teacher the day after their data is officially published to MAP.

# data[].attributes.body
We use data from each quarters fitness tests to determine students areas of weakness and strength. We then plan activities accordingly. Students have a great understanding in their fitness data. They are able to determine if based on their score they are in the healthy fitness zone for their age level. They then make individualized goals for the next test since this is done each quarter.

# data[].attributes.body
Conversations should be had with students about their individual data and what pathways they can take to make their data grow; either with classroom material or interventions. They should know what their data means and specific areas for their improvement.

# data[].attributes.body
Data is a good tool to see how students are doing and who may need support in a particular area. In addition, it can (and should) be used to assess overall curriculum effectiveness. If we continue to use the same strategies and see negative results, should we also be looking at whether or not those strategies (or curriculums) are really working for OUR students?

# data[].attributes.body
Quantitative data (test scores, grades) are not always representative of a student's abilities, but it is what we base big decisions on like interventions, related services support, etc., so we need to make sure the data is as accurate and streamlined as possible.

# data[].attributes.body
One way to personalize learning based on data could be gamifying a part of a lesson. It can make learning more fun and competitive.

# data[].attributes.body
A resource to use to answer questions I have about my students

# data[].attributes.body
I use MAP data often when the students are completing their Achieve articles. They work on the instructional area in ELA to complete a graphic organizer that will help them work on the area that they scores the lowest in (vocab, info, lit). Once we take the next map we look for growth and more on to the other struggle area. I also explain to the students what the numbers mean.

I use grades often as data. Seeing a connection between classwork scores and test scores.

Over the years the kids has become more focused on their data, I see the benefits.

# data[].attributes.body
ACCESS data to support newcomers and EL students. ACCESS can be challenging in the sense its taken once a year so by this point of the year their scores are close to a year old. I can see by working with them everyday how they have grown so using ACCESS is helpful but also daily interactions is sometimes more helpful dependent on the domain they are using.

Students should be aware of their ACCESS scores to show a realistic and data supported understanding of their learning. To show them their areas of strength and growth will allow students to understand why I am working on one domain with them and with another student I am working on something completely different. They understand the why in the differentiation.

# data[].attributes.body
Data from standardized tests can be confusing sometimes, especially for students who have a very hard time sitting through a standardized test and then rush to get it over with, even when we remind them not to.

# data[].attributes.body
I use achieve data, pretest/post-test data, entrance tickets, and map/access scores to see areas that need to be shored up. Data is a valuable tool to help students change their focus to incremental growth. I try to stress that growth is not a single data point, but many students focus only on the big test.

# data[].attributes.body
Data provides direction and quantifies where effort is most constructive.

# data[].attributes.body
*I use MAP data and classroom data such as exit tickets/assessments to help guide instruction for the best ways to meet the needs of students.

*I share and go over the data with the students so they are aware of how they performed and the areas that they need to work on.

# data[].attributes.body
I can gamify my content and use that data to track progress and my students can earn points and levels based on their performance. It adds an element of competition and still allows students to progress at their own pace.

# data[].attributes.body
You can use this to see if students are getting better at learning and applying their knowledge, alongside improving their academic skills.

# data[].attributes.body
The individual student data can show the students and myself how they are progressing in their education. It can also show me what skills and concepts need to be retaught or reinforced in the lessons.

# data[].attributes.body
I use data to determine student seating. I do what I call show what you know for students and me to determine whether they need reteaching, small group instruction, more practice, or an enrichment activity.

# data[].attributes.body
tracking students progress to meet individualized goals and to make new benchmarks for students when goals are met.

# data[].attributes.body
Data can be used to identify the needs or gaps for specific student groups.

# data[].attributes.body
I have a love/hate relationship with standardized testing data. However, I recognize that it is a valid reflection tool. I use it to measure student growth.

# data[].attributes.body
As a classroom teacher, I used MAP data to inform my small group instruction. I always met with each individual student to inform them of their data and explain what it meant and what grade level they were working at. I used weekly exit tickets to inform progress toward mastery and growth. I also tracked growth on their EdTech tool that was matched to their MAP data.

# data[].attributes.body
I use MAP data to create student groupings and exit ticket data for reteaching small groups.

# data[].attributes.body
Data is used

to track student progress and to identify where additional supports may be needed.

# data[].attributes.body
Students should be an equal part of the data we collect on them in the classroom, for the benefit of their overall grades.

-Daily exit tickets, quizzes, classwork, Achieve

# data[].attributes.body
What does the data not address?...the high turnover rate of teachers, the currently open positions, students who have not received instruction due to a teacher shortage. These things play a major part in overall data, but are not addressed.

# data[].attributes.body
Data is a snapshot of what students were able to do during a certain moment in time, in a certain setting. It can be super helpful for grouping students and for planning instruction. Anytime we're giving students feedback in class, it's data for them and for us. However, knowing and understanding our students is incredibly important, because there are many reasons a given quantitative measure might not reflect all that they know and can do.

# data[].attributes.body
Data can also be collected informally - it can be student interest forms, learning style inventories, teacher observations, etc. that help determine what supports students need in the classroom.

# data[].attributes.body
Checks for student understanding help me inform and focus my instruction.

# data[].attributes.body
Data does not always paint the full picture-- it does not show absences, personal struggles, levels of stress/anxiety, how tired or bored a student is, etc. It's important to follow up data with conversations to fully understand the picture it paints.

# data[].attributes.body
I like using data for Achieve, so that my kids can track their progress and lexile levels.

# data[].attributes.body
Data is one piece of information that educators use to evaluate where their students are at. Data tells us strengths and weaknesses of each student. It also tells us strengths and weaknesses of our teaching.

# data[].attributes.body
MAP's relative strength function is very helpful for combining student strengths with areas they need to grow.

# data[].attributes.body
What are some challenges you face in using data effectively in your classroom? Studnets not understanding what the data represents at the current moment. How we use this data to guide them in their growth.

# data[].attributes.body
Data is something that is very informative by design. Data helps us understand the nuances between individuals in an inclusive way that can find solutions for all.

# data[].attributes.body
Students analyze their A3000 trends weekly to measure growth.

Students fill out a Friday grades check weekly to chart their strengths/weaknesses.

I use Map data for seating, grouping, specific roles during lessons.

I use Map data to determine the route of lessons to approach content.

# data[].attributes.body
using to track student progress towards goals and measure their comprehension. helps to determine what to reteach, reinforce and when skills have been built to scaffold upon

# data[].attributes.body
I use map data to help make certain groupings in the beginning of the year. But have pros and cons to being so data driven.

# data[].attributes.body
I use MAP data as a jumping off point to group students in their seating charts and activities. I compile my own data on something like their writing abilities to further differentiate my small groups and what students need. Students track their MAP and Achieve data throughout the year.

# data[].attributes.body
I use data from Nearpod reports to determine which students need more help in certain areas and to view overall trends.

# data[].attributes.body
Data helps me recognize where students are

# data[].attributes.body
MAP Math data is used in our class to see where our kids have gaps. We use strategies to then close those gaps. Most gaps are below grade level and so we do mini-lessons on what kids need.

# data[].attributes.body
Data to me means a collection of percentages/numbers to calculate growth and progress towards acheiving IEP goals.

# data[].attributes.body
I use data to form instructional groups, provide effective feedback, and support the students who need the highest level of support.

# data[].attributes.body
Data is important, but it is often difficult to individualize everything to support individual student needs while learning the curriculum for the first time.

# data[].attributes.body
Some innovative ways we could use data to personalize learning for our students is to create learning stations with purposeful grouping and engaging activities.

# data[].attributes.body
I use data to help me reflect on things I might need to review or reteach, help students meet specific goals, etc.

# data[].attributes.body
Exit tickets inform me if my students have understood the skills and concepts we learned in our lesson

# data[].attributes.body
I use AVANT STAMP data to form instructional groups based on Spanish Language Proficiency Levels.

I use scores on CER paragraphs to determine supports I will provide whole group, small group or individually to students to improve their argumentative writing.

I use ACCESS, MAP, and Achieve data to adjust groups so that I am using more than one data point.

In the past, I have had students use their data (ACCESS, NWEA, etc.) to form goals. For example, students may want to improve vocabulary, so then I will assign them independent tasks that support them on that goal.

I use exit tickets and quizzes to determine if I need to reteach the whole class, a group of students, or individual students on a concept.

# data[].attributes.body
What role should students play in understanding and using their own data?-- Students should have an active role in understanding where they are in comparison to others. I believe data is a tool as students should use data to clearly define what they need to work on as growing person.

# data[].attributes.body
Data is a valuable tool for reflection, both for teachers and students. Reflection is where the most learning happens and students need to reflect on their work and their progress in order to learn from their work and continue to grow.

# data[].attributes.body
I use MAP Data, classroom assessments (do nows, exit tickets), quiz/test data, Access Tests

# data[].attributes.body
tracking students progress towards meeting goals

# data[].attributes.body
Data informs me of my effectiveness as a teacher to a certain point. It can be used to support and argue to make changes.

# data[].attributes.body
I almost always use Access scores for accommodating texts, assignments, and quizzes for my EL students based on the language domains they need the most support in.