2.

8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to
systematically collect and analyze student achievement data, interpret results, communicate
findings, and implement appropriate interventions to improve instructional practice and
maximize student learning. (PSC 2.8/ISTE 2h)

Artifact: Data Overview Video

The artifact is about data related to demographic changes at Hapeville Elementary
School. The standard provides information data about literacy at Hapeville as well as
compares it with level of education in state of Georgia. The demographics is presented taking
basis of gender, race, ethnicity and economic conditions of students. The purpose of the
artifact is to gain understanding of the state of student achievement in literacy at Hapeville
Elementary and how it compares to Fulton County’s student achievement as well as the state
of Georgia’s student achievement. To utilize the data to understand the success of the current
initiatives that are in place at Hapeville Elementary. To formulate effective next steps that
will support the continuous achievement at Hapeville Elementary. The artifact helps in
understanding how to use data from various sources and present it formally as professional
presentation.
The intention for the project was to model and facilitate the use of digital tools and
resources to collect, analyze, and interpret student achievement data. The standard pertains
to the usage of data, collecting the data from various sources, comparing and presenting the
findings. This artifact demonstrates the standard properly as the usage of data is very
organized and detailed. To complete the artifact, I met with administrators at HES to obtain
local-school data before modeling and facilitating the use of digital tools to generate a
Power Point presentation and screencast to communicate my findings. The Data Overview
screencast communicates these findings and interprets the results. With the artifact, the
school, county, and state data were all collected and analyzed. To compile the data, I worked
with the school data specialist and used online resources. Tables, graphs, and summaries were
thus created to clearly present the findings to all stakeholders. Finally, the screencast allowed
me to model and facilitate suggestions for digital tools and resources that could be used to
implement appropriate interventions. Stakeholders also had an opportunity to reflect on
the results. The presentation opened the door for more conversation surrounding the impact
demographics have on the educational environment.
I learned a vast amount of information with the completion of this artifact. I now have
experience working with the data specialist to retrieve, analyze, and represents results as it
pertains to the demographics of my school. In addition, I am comfortable and trained on how
to access the information using outside sources. Furthermore, completing the artifact allowed
me a chance to explore different dynamics of a school from a different lens. In the future, I
would have extended my research to take a more in-depth look on several classrooms and
how the demographics effect instructional practices based on content or grade level.
This artifact impacted student learning and school improvement because it allowed for
deeper understanding for what is and is not working as it pertains to student achievement. It
also provides suggestions of areas that improvements can be made within the school so that
the appropriate next steps can be taken to support continuous achievement at Hapeville
Elementary. The presentation was shared with a variety of stakeholders in the building for
them to reflect on the findings. The presentation was well-received and opened the door for
more conversation surrounding how demographics impact educational environments. The
impact can be assessed by all changes to how others examine and take into consideration the
effects of demographics on education.