1. Data Meeting #1 Presentation
EDTC 615 Week 3 Deliverable #1: Individual "Exploratory Questions" Assignment
David Dulberger
Grade 5 Magnet - Emma K. Doub Elementary

2. Description of Data
All students in Washington County Public Schools take the NWEA Measurement of Academic Progress (MAPs) Assessments. Students take this assessment for Math and Reading at the beginning, middle, and end of each school year. The data presented during meeting #1 represents Mr. Dulberger’s 5th grade magnet students Math MAPs for the middle of the school year. Specifically, the 20 students took this assessment December 17, This macrodata represents the ranges that students fall in for each of the mathematics domains.

3. Data Meeting #1
The first data meeting allowed my group and I to share macrodata from our own classes. We each offered each created our own “notice” statements (Venables, p. 28) prior to the online meeting. After sharing our data and “notice” statements we each offered a “wonder” statement (Venables, p ).
A more detailed reflection of this first meeting can be found here.
Our team used Google Hangout to host a live virtual meeting.

4. The Data

5. What do you notice?
These are the “notice” statements that I created for my own data:
I notice that the students’ overall RIT score (in parenthesis) is significantly higher than the lowest RIT band that they are in.
I notice that the students in the highest RIT bands for each math domain are students who score highest on class assignments/ quizzes (microdata).

6. What do you wonder?
These are the “wonder” statements that my group created for my data:
I wonder what components of the number and order of operations portions of L Jones assessment caused her difficulty that did not impact her performance on other components.
I wonder what the gender/ race/ethnicity/ FARM/IEP breakdowns look like and if they have any correlations to their scores.

7. Exploratory Questions
What is your hunch about why Leah scored so low on only one category?
Since the students are such high-achievers, what are the future goals for them?
Are the students being challenged to continue to show growth in the content?
How can this data be used to provide students with instruction and form groups?

8. Sources
Venables,D.R.(2014). How teachers can turn data into action. Alexandria, VA. ASCD.