directions are in the attached files

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directions are in the attached files

directions are in the attached files
Module 7 Lab – Data Analysis For this lab, you will be looking at data related to school performance across the state and within Pinellas County. Download the Module 7 Lab – Data file and refer to it to answer the questions below. Please answer each question below with at least 1 paragraph. You should not need to access any additional materials to answer the questions for the lab, but you may find it helpful to do additional research to support your responses. If you choose to use outside sources, make sure you cite those sources and provide a references page in your submission. Once you have answered each question, upload this completed template to Anthology Portfolio. 1. Using the Biology 1 EOC 2021-22 worksheet, answer each of the following questions. a. What inferences can you draw about students’ learning of Biology 1 based on the Biology 1 EOC in 2021 compared to Biology 1 EOC in 2022? b. Notice that St. John’s district’s scores were significantly higher than the statewide average in both years. What information would you want to learn from St. John’s district related to their instruction of Biology 1 to share with other districts in the state? c. Notice that Jefferson’s district’s scores were significantly lower than the statewide average in both years. Other than the results, what additional information about the district (e.g., instructional staff, resources, overall district economic situation, etc.) would you like to help you understand why Jefferson is performing so poorly compared to other districts in the state? 2. Using the US History EOC 2021-22 worksheet, answer each of the following questions. Please focus your responses on students’ results over time. a. Compare the At or Above Achievement Level 3, by Race/Ethnicity chart with the At Achievement Level 1, by Race/Ethnicity. What conclusions can you draw about students’ learning of English Language Arts, by race/ethnicity, from these charts? b. For students who are economically disadvantaged, what trends can you identify over time when US History EOC performance is sorted by achievement level? In your opinion, what has probably occurred in the schools to lead to these trends? 3. Using the Pinellas School Grades 2021-22 worksheet, answer each of the following questions. a. School Name Choose one school in Pinellas County from the worksheet. Discuss the achievement and learning gains of students in all subject areas on the worksheet. Explain any grade differences between 2011 and 2022 if applicable. Does there appear to be a connection between achievement and learning gains and the grade the school earned in 2022? Explain your response. b. Title I School Name Choose a Title 1 school in Pinellas County for which you will analyze their performance. Non-Title I School Name Identify another school at the same level (i.e., elementary, middle, or high) that is not Title 1 that earned an A for 2022. Similarities What are the similarities between these two schools in terms of: achievement, learning gains, percent of minority students and percent of economically disadvantaged students? Differences What are the differences between these two schools in the same areas: achievement, learning gains, percent of minority students and percent of economically disadvantaged students? Suggestions Based on the comparison you completed, what suggestions could you make to other Title 1 schools to help them improve their grades? EDF 4430 Module 7: Data Analysis Lab F4.a F4.a Exemplary Proficient Acceptable Unacceptable Analyzes data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate thoroughly analyzes data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate significantly analyzes data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate partially analyzes data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate minimally analyzes data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate consistently applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate frequently applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate occasionally applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Teacher candidate rarely applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Outcomes Linked to Criteria Criterion: F4.a ITP_FEAPS2010 Section Description 4. Assessment. The effective educator consistently analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process. Section Description 4. Assessment. The effective educator consistently analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process

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