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For the assignment, candidates select a previously given assessment(s) and use the data from the assessment(s) to determine next steps for instruction for each student. The data may be summative; such as a comprehensive assessment, a state assessment, a lab report, or a project; or may be formative, such as an independent reading record, observations, or a short quiz given to inform instruction.

For the assignment, candidates select a previously given assessment(s) and use the data from the assessment(s) to determine next steps for instruction for each student. The data may be summative; such as a comprehensive assessment, a state assessment, a lab report, or a project; or may be formative, such as an independent reading record, observations, or a short quiz given to inform instruction.
As candidates analyze the data they should address questions such as:
Given this data point, which students “got it,” which students “kind of got it,” and which students “didn’t get it at all?”
Would all students falling into these categories benefit from the same intervention or do they have different needs/skill sets/gaps that would require different interventions?
What research-based instructional strategies, enrichments, or interventions would be best for each group or individual student?
Candidates will create and submit a multi-page pdf document (minimum 3 pages, excluding data tables and graphs) that includes the following, in this order:
1. The targeted TEKS or Prekindergarten Guideline(s)
Note: If you teach in a Special Education Self-Contained classroom, you may use the targeted IEP goal(s) where appropriate.
2. A descriiption (include the actual assessment if it will add clarification) of the assessment given
3. The method used for collecting and scoring the data,
4. A table, chart, or other graphic displaying the data
5. A descriiptive analysis of the data for all students in the class, and,
6. Next steps for instruction using research-based strategies that address the following
How will you use your knowledge of your students’ assets to inform your plans?
What instructional strategies, learning tasks, and/or assessments will you design to support student learning?
How is the teaching you propose supported by research and theory about how students learn?
Further Requirements
Specific attention should be given to the needs of all students identified as Special Education, 504, Gifted and Talented, English learner, etc.
Your class analysis MUST include masking procedures for each student. Use “Student A”, “Student B”, etc. Students who participate in the special education program should also be identified with their qualifying condition; for example, “Student C – LD”.
**NOTE: LACK OF PRIVACY ENHANCEMENTS IS AN AUTOMATIC ZERO FOR THE PROJECT.**
Candidates should be specific and clear of the next steps addressing each student either individually or in small groups based on the data analysis.
Finally, your paper must follow professional guidelines. This is scored on the rubric as well. Your paper should be written following these guidelines:
One-inch margins
Space and a half or double space
Times New Roman 12 pt. font
No obvious spelling, grammar, and punctuation errors
At least 3 pages, excluding data tables and/or graphs

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