Data Update - Peer Feedback Guide

Directions: Read Data Update 1 for your two data team members, including examining the actual data provided. As you are completing this process make notes using the framework below for each colleague (bulleted lists are fine). Once you have completed your outline, synthesize your thoughts and return this information to your data team member by creating a jing video. You must complete the chart below to display as you talk through your summary, as well as display pieces of the data included in the data update as you talk about them. Email your jing video link and this summary sheet to your team member, which they will post in their case study wikispace (you will do the same with the jing video links and summary sheets your data team members send you).

Thoughts about the intentionality of the data to understanding the student (is the data included helpful in understanding the student – or does the data seem random?)
- I was a bit confused about one of the work samples, it looked like a reading passage. I guess it’s hard to give a sample of them reading, so is this you providing what the student read in class?
- Same with the math work samples, is this to include their numeric writing, as well as written language samples?
- I appreciate the patterns you have seen between your students. The work samples of their writing do indicate the patterns you mentioned. Astute observation!
- Overall, I feel like you have provided a large work sample to look at, which makes it easier to understand your analysis. Good job
What have you learned about the students in this case study?
Describe any patterns that you see in the data
-Like I said earlier, I agree with the patterns that you found in the students’ writing samples.
-I found it interesting that all of the students were confident despite their learning disabilities. It provides an optimistic lens on the social potentials of students, no matter what academic level they perform.
Connections to our course readings that you
see in this data
-I also appreciate your insight into the school not allowing the students to speak Spanish (most of whom are ELLs), yet requiring they take Spanish class. This reminds me about our readings that have discussed differentiation for diverse learners and how beneficial it is to use the students’ native language to scaffold understanding into English-language content. You school has obviously not read these books ;).
- The fact that it was obvious to you that student Q was a lower-level learner makes me think about our readings about grouping and strategies teachers can use to not make it obvious who is in what academic-level group. I wonder if the students recognize the different ability levels in the classroom simply based on these groupings…
Questions you have &
Suggestions for ‘next steps’
- Since we were only supposed to read and analyze Data Update, 1, I am unsure if you have already done what I am about to suggest or not, but I suggest that you start thinking about the data you have collected and what it means about the students’ experiences at your school.
- Do you think they are adequately supported?
- Do you have any predictions, based on this data, about what experiences may be like for students who are ELLs as well as have a learning disability?
- If the students are not being supported adequately enough, what suggestions would you have for the school in order to improve the students’ academic and social experience at school?
- Are the students meeting their potentials?
- Are the students accurately identified? Receiving appropriate support?
Create a Jing video synthesizing the information above along with suggestions you have for continued data collection, analysis, and next steps. Remember, this is the first step in your data team analysis process for your case study. You will further analyze and expand your ideas during the final class session when you work as a data team. You can visit this website for a tutorial on creating jing videos - ****