Your Name: Ashley London

STUDENT ASSESSMENT DATA INVENTORY (See Data Wise pages 24-28 for tips & guidelines)
SCHOOL DATA INVENTORY: EXTERNAL ASSESSMENTS

DATA SOURCE CONTENT DATES OF STUDENTS ACCESSIBILITY CURRENT DATA USE MORE EFFECTIVE USE
AREA COLLECTION ASSESSED
Georgia ELA & May Grades 3-8 Director of Curriculum Instructional team get Use to inform instruction and
Milestones Math (results in and Instruction initial data and shares classroom placement; give new
(State S.S & October) Grade Level Teams; with specific grade level teachers first piece of data
assessment) Science online teams
(5 & 8
only)
STEP Literacy ELA August, Grades K-5 Online; ELA teacher Used to differentiate Should have been given on
Testing January, instruction time; data should be shared
May with other content teachers

FastBridge ELA & September, Grades 3-8 Online; teacher Student benchmarking More training for teachers to
Math February, understand how to use the data
May
SCHOOL DATA INVENTORY: INTERNAL ASSESSMENTS

DATA SOURCE CONTENT DATES OF STUDENTS ACCESSIBILITY CURRENT DATA USE MORE EFFECTIVE USE
AREA COLLECTION ASSESSED
Writing ELA & October Grades 3-8 Folders; teachers Used for training teachers Create rubric more specific to
Samples Math on common writing math responses
techniques
All End of each Grades 3-8 Folders; teachers Used to measure progress Inform instruction; collaborate
Benchmark subjects trimester (12 towards grade level with other grade levels
Test weeks) standards
Unit All End of each Grades K-8 Folders; teachers Teachers use to identify Drive instruction; reteaching if
Assessments subjects unit student mastery under certain percentage
 OTHER STUDENT-LEVEL INFORMATION

 Race
 Attendance
 Free/reduced lunch
 Allergies
 Disabilities
 Retention
 IEP/504
DATA WISH LIST

 Transfer student data

How has this exercise helped you to gain a clearer picture of the data currently available to guide inquiry at all levels in the district and how they are
being used? Does the inventory reflect what you had thought? What surprises you?
This year has moved fast with the many changes in administration and in our teacher staff. This led me to believe we had little to no data. It was
surprising to know there was more data available than I thought. I was not presented the state assessment data from the previous year, so I assumed it
was not available. But when working with my Director of Curriculum and Instruction on this activity it was the first time I was able to see this data
on my current students. One thing I could push myself on is asking and not waiting. This was an essential piece for me as a teacher and wish I
received it earlier. I was also surprised to learn about the ELA assessment STEP. I wish there was a specific assessment for math given to my
students. This assessment is taken 1:1 so the teachers get a deeper understanding of where the student stands.

Is your school collecting data that are not necessarily well-used? If so, what are they?
Much of the data collected at our school this year seems more like a checklist item than instruction driven. When asking how we are using the data,
many of the answers went back to the teacher being responsible. Only our state assessment was being used to make school wide decisions. Some
teachers may lack the knowledge to properly use an assessment and we should set school wide expectations for using data to drive instruction. The
inconsistency in the expectations makes the assessments less valid. I would push the school to organize consistent data meeting where teachers dive
into the data with support from an administrator.

Can you identify redundancies in data collection that could be eliminated? Explain.
I struggled understanding the difference of data in STEP and FastBridge ELA testing. They seem to test the same skill, but one goes more in depth.
The school could drop the less thorough assessment and focus its efforts on the more detailed.

In your opinion, what additional data elements are needed to address district and school improvement and inquiry processes?
The data pieces are there for the most part but I would like to see one location for student data. As a teacher I should be able to go somewhere and see
the whole student. This location would include attendance, allergies, academic data, socioeconomic status, and previous year data. As a new teacher
this year I am still trying to learn about the needs of my individual students. If I was able to see more information from their past or writing samples,
I could have made more informed decisions earlier in the learning process. Relationship building would still need to happen but at least I would have
a starting point.