Technology Self-Assessment: School 2.0

Casey Lynn

Technology Assessment 2.0

2/25/2011 
NETS 1&3

The article I read serves a guide to help teachers make instructional decisions to improve student academic achievement.   It helps the teachers in the following ways: by prioritizing instructional time, guides individual instruction, and by identifying each student’s individual strengths and weaknesses.

The article has 5 recommendations.  The first recommendation is to make data a part of an ongoing cycle of instructional improvement by collecting data regularly in different academic areas.  The second recommendation is to teach students to examine their own data and set learning goals by providing the students will a rubric in which they can assess their own work and set personal goals.  The third recommendation is to establish a clear vision for school wide data use by establishing a school data team.  The fourth recommendation is to provide supports that foster a data-driven culture within the school by providing a data facilitator to assist and encourage the staff to use the program.  The fifth recommendation is to develop and maintain a district wide data system by building a team.

By reading this article, it reaffirmed the procedures that are already in place at my school.  Since all of the students in our school have an IEP (Individualized Education Plan), we are constantly collecting data for the student’s goals.  The students are placed in groups based on their ability in certain subjects.

As far as the third and fourth recommendation, everyone in our school is a part of the data team.  We all assist and foster each other; therefore, everyone in our school is a part of the team. 

References:

Using Student Achievement Data to Support Instructional Decision Making September 2009