2) What are the steps involved?​

3) How do you ensure teachers utilise the analysis to improve classroom delivery?

4) How do you monitor and evaluate the progress?

2) Clean Data: Identify weakest items.

3) Find the common data (share with teachers)

4) Think of strategies to be used in class.

Identify overall performance thru total marks, Identify weakest items, Group according to commonalities

Question 3.

Adopting suitable teaching strategies/approaches/lesson content

Question 4.

Observations, lesson materials, students work

2) Observe the Lesson through LO and LW

3) Discussion with the teachers

4) Through SBA marks and TPA grade of teachers

Q3. Adopting suitable teaching and learning strategies/approaches content.

Q4. Observation, lesson materials and students work.

b. Identify the weakest items.

c. Find out the possible contributions.

d. Do an action plan to tackle the weakest items.

e. Monitor and evaluate the process.

f. Do termly report of exiting students from the LRP.

2) Calculate 1, 0 for total number of passess and failures

3) Tabulate into visual data e.g. graphs etc

4) Identify the weakest items or subject areas by listing them from 1 to 10 or 1 to 5

2) Discuss and create an action plan or way forward—a program or intervention, Ganntt Chart

• Identify student individual performance and group them according to commonalities Tier 1, 2

  & 3

• Identify and analyze weakest items and think suitable strategies to be used

• Checking lesson planning, lesson observation and work scrutiny

• Discussion with teachers on areas or competencies that need to be focused

We know that ‘1’ means correct, ‘0’ means wrong. We also know that the students collectively sat for 5 different sets of questions.

Then, we can extract simple frequencies such as: the number of attempts for each question, and the number of successful/unsuccessful attempts for each question.

Based on the dummy data set, while there are many questions, there is only a small representation of students for each item. The next step could perhaps be to re-organise the questions based on the themes or topics such as: spelling, comprehension, vocabulary, etc.

Then, we can analyse based on overall attempts for each topic. For example, there are 5 questions relating to spelling. The data set shows that there are 27 attempts across these 5 questions. Out of these 27 attempts, there are 22 successful attempts (equivalent to 81%), and 5 unsuccessful attempts (19%). This suggests that spelling is one of their group’s strengths.

Repeat this process, until all topics are covered. Then, rank the topics based on % of unsuccessful attempts to identify the students’ weakest areas.  These can then be presented as a graph to show a visual representation.

Then, the teachers can discuss and create an action plan based on the students’ group (need support, progressing, surpass). Plan out any interventions, implement learning strategies and set targets for students.

Progress can be monitored and evaluated through learning walks/lesson observations, triangulating students’ progress through various mediums (classwork, assessments, etc).

Step 1: GKA analyse each student data by identify individual student tier for EMS

Step 2: Academic team will share the data with all EMS teachers

Step 3 : EMS teachers will identify the weakest competencies and discuss the cause and how to tackle it with the use of DUI template.

Step 4: Academic team will make a overall summary by transforming the data in graphs form and compared with last year overall achievements in SLS.

Q3&Q4:

1) School leader will go through each subject report that upload in school sharepoint.

2) English and maths teachers will include as part of their SIP

3) School leader will have dialogue session with each subject team to check the progress

SLS raw data was shared to the respective team and teachers. 

SLS data was analysed in terms of :

i. Identify number of students (based on tiers for each year level / focus subject).

ii. Regroup the competencies into similar focus area.

iii. Weakest and highest competencies.

Academic team role - produce an overall report on SLS and share it to the teachers.

Data triangulation is done from time to time. This includes SBA (AT marks), and lexile score results (for literacy).

This is monitored thru their LP. Each EMS team makes use of the PLC to discuss and share best practice / intervention to tackle each weakest competency which needs immediate intervention.

Share the SLS data with academic team. Team will identify individual performance and group them to Tier 1. 2 or 3. Team will identify the weakest items. Find out the possible contributions to the weakest factor.

Qn 3 and 4

Teachers must use data to plan their lessons. Clear goals / targets. SLs to check the plan. Discuss with teachers on implementing the plan. Taking pictures and giving feedback. Implement instructional strategies. Always refer to the Data Use Instruction Template.

1. Raw data analyzed according to Tiers.

2. Categorize Learning Objectives/items accordance to their scores.

3. Focus on the 10 weakest scores & unattempted ones. Group them by common topics (commonalities)

4. Share with teachers via HoDs the items to focus during lessons / intervention programs.

Q3 & 4

1. Include the commonalities as part of their intervention in class/ programs. Focus on the basic concepts.

2. Work review with teachers. Discuss with subject teachers.

3. Conduct focused Lesson Observation / discuss with HoDs.