Westchester Elementary School

Data Inventory
Wayne Cordy
Data Source Content Area Dates of
Collection
Students
Assessed
Accessibility Current Data Use More Effective
Use
MAP Reading,
Language
Usage(2-3), and
Math
August
December
May
K-3 Online; teacher Student
benchmarking/Data
discussions about
grade level/
individual class
needs for
improvements or
enrichments
Grade level
analysis/Inform
instruction when
appropriate
Primary
Spelling
Inventory
ELA
(Spelling/Writing)
August
December/January
May
K-3 Teacher; RTI members
and Administrative Team
Used to determine
spelling needs of
individual students.
Inform
Instruction/Track
spelling
development of
student over
time and provide
appropriate
interventions
when needed.
Developmental
Reading
Assessment
(DRA)
Reading August
December/January
May
K-3 Teacher Track student
reading
development
during the
year/Student
benchmarking
Inform
Instruction
Dibels Reading August
December/January
May
1-3 Teacher Track student
reading fluency
during the
Inform
Instruction
year/Student
benchmarking
CoGat Reading /Math October Grade 1 Teachers/Principal/
District
Gifted/talented
eligibility
determinations
Item Analysis
CRCT All subject areas May Grade 3 Teachers/Principal/District Instructional
leadership analyzes
data, looks for
discrepancies and
trends, and
considers
curriculum and
instructional
practices in 3
rd

grade and in
previous grades.
Item Analysis
Unit
Assessments
Math Periodic when
units are complete
Grades 1-3 Teacher Teachers use it to
plan units to
provide
appropriate
differentiation.
Track data over
time to ensure
children are
making progress
and gaining
necessary skills.
G-Kids Reading and
Math
K Teacher/Principal Track K
development of
skills throughout
the year.
Monitor student
progress/Grade
Level Analysis
Other Student-Level Information
What other student-level information does your school collect?
Race/Ethnicity Disability Attendance
English Proficiency Retention Socioeconomic status

Data Wish List
Are there any other types of assessment data you would like to see your school collect and use to improve instruction?
Number of years in the US Kindergarten Entry Assessment
Measures of 21
st
Century Skills
Data about at home technology availability
Writing Samples (K-3)




Field Experience Log/Reflection
Educational Leadership Department

Candidate:
Wayne Cordy
Mentor/Title:
Deborah Lester
School/District:
Westchester Elem/City Schools of
Decatur

Assignment:
Data Inventory
Course:
EDL 7305/ITEC 7305 Data Analysis
& School Improvement
Professor/Semester:
Dr. Jim Wright/Summer 2014


Date(s) Activity/Time PSC Standard, Element
&
BOR Strand, Element
&
NETS-A Standard, Element

6/25/14
Reviewed our schools School Improvement/Assessment
document. [1 hour]
,NETS A- 4B
6/26/14 Complete the first draft of the Data Inventory document [
1 hours]
,NETS A- 4B
6/27/14 Completed the final draft of the Instructional Initiatives
Inventory document [1.5 hours]
,NETS A- 4B
Total Hours: [2.5 hours ]

DIVERSITY
(Place an X in the box representing the ethnic population(s) involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
K-2 3-5 6-8 9-12 K-2 3-5 6-8 9-12
Race/Ethnicity:
Asian x x x x
Black x x x x
Hispanic x x x x
Native American/Alaskan Native
White x x x x
Multiracial x x x x
Subgroups:
Students with Disabilities x x
Limited English Proficiency x x
Eligible for Free/Reduced Meals x x


CANDIDATE REFLECTIONS:
What did you learn about leadership from completing this field experience? How did this
learning relate to the knowledge, skills and dispositions required of an educational leader?
How did it enhance your ability to lead?

From completing this field experience, I learned that a leader must be aware of the different types
of data sources and data available within their school. This experience provided me with an
understanding of the various assessments and their uses within our school. Examining this
information will help ensure that assessment information is collected effectively and timely. Also,
it will help ensure that assessment data is being used in the best way and that we are not collecting
redundant data or over emphasizing one subject area over another. This experience will also
enhance my skill of organizing different types of information and completing a comprehensive
analysis of assessment information within my school. Thus, this experience has enhanced my
ability to lead as it has provided me with valuable knowledge and skills needed of an effective
school leader.
Did (or could) this field experience impact student learning? If so, how?
This field experience could impact student learning as it would ensure that our school is collecting
comprehensive assessment data to inform us on the progress of our students and to evaluate our
instructional practices. Conducting an inventory of the different data sources and their uses
would help us avoid using one type of assessment more than others or relying on one type of data
more than another. By being aware of the different assessment sources and uses of the data from
these sources, teachers would be in much better position to assess student learning and use the
collected data effectively. Thus, this field experience would be beneficial to student learning.
How could this field experience be modified to make it more meaningful and relevant to
aspiring educational leaders?

I believe this field experience is a quality field experience as is.