First, I agree with Helchowki, that data should be collected and used more than just at the end of the school year with standardized tests.  This data can only tell use how a student is achieving on a specific day. What if that student did not get enough sleep the night before? What if that student did not eat breakfast? Data should be collected throughout the year that can be used to improve student learning. An end of the year test cannot be used to improve student learning.

 

Secondly, I agree with author when she says, “When teachers don't embrace an idea or mandate, it's often because they feel overburdened: They don't see the time or need for a new professional love interest.” The author even says that she did not fee comfortable with data until she was an established teacher. There needs to be time allowed for data analysis. Plus, teachers may also be reluctant because the data is not showing improvement even though they are following the plan they created. Which means more time is needed to talk with other teachers about the data and reflect on how to improve teaching. 

 

The first point that stood out in the article to me was “Teachers will take the initiative on this kind of self-coaching if administrators and teacher leaders facilitate three essential changes in how teachers approach data. Teachers must begin to realize that data includes more than end-of-year standardized test scores. View collecting data as a way to investigate the many questions about students, teaching

Practices and learning that arise for any committed teacher.

As a new teacher/interventionist I feel that this is appropriate after being trained on how to read my data reports on a weekly basis, I can now analyze the needs of my students individually based on subject matter. Data helps you teach growth in what students know and can do at any given time. Also it points to areas of achievement.

Secondly point in the article I found interesting was “Data, More Than Test Scores”. As stated, “data can be interpreted in many different ways”. I feel that standardized test is an unreliable measure of student performance. 

First, data is not summarized in a one size fits all standardized test. Teachers are constantly collecting data in the form of personal relationships, class/student participation, classwork, homework and assessments.

Secondly, using this year round data in conjunction with standardized test scores can better inform my teaching practice. Analyzing data can help me understand how to modify lesson instruction and or implementation to ensure students have the best opportunity to achieve or exceed DEPSA’s academic standard. Unfortunately, it does not specifically disclose learning disabilities in those who struggle to meet the standard.