Week 4 Reflection
As you have researched Data standards, please reflect on your discoveries. What are the three most critical factors that you would cite to a colleague about this architecture? Discuss why data standards are critical for educational organizations to employ.
For my Module 4 assignment, I picked the NGSS standards (The Next Generation Science Standards). The three most critical factors I would cite to a colleague about this architecture, The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. Prior standards documents listed what students should “know” or “understand.” These ideas needed to be translated into performances that could be assessed to determine whether or not students met the standard. The NGSS has avoided this difficulty by developing performance expectations that state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment. 2) Foundations. Each performance expectation incorporates all three dimensions from the Framework—a science or engineering practice, a core disciplinary idea, and a crosscutting concept. 3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts. These three unique characteristics are embodied in the format of the standards, beginning with the “system architecture.” (How to Read the Next Generation Science Standards (NGSS), 2013)
Data standards are an integral component in educational organizations. Data Standards play an important role in educational organizations. Without standards, the steps toward students’ data collection might never have been taken. Standards also have enhanced organizational leaders' ability to interpret their data for students’ learning, improvement reporting activities. Data standards also align the content data with common standards so that educators, parents, students and all skate holders have something to follow on.
When a student transfers from one program, institution, district, or state to another, we need a common data standard to share their information. When education environment use many different data standards to meet information needs, there are certain data we all need to be able to understand, compare, and exchange in an accurate, timely, and consistent manner. For that reason, we need to build data standards that everybody is on the same page.
Districts, states and federal government all collect data about students for important purposes. In the decision making process, districts, schools and all departments need to work together, with enough information and data, decide what is in need and what is not.
Information and Data play an important role in decision making. Because first data are used in classrooms and schools to make changes in instruction and decide what students need to increase learning. There are types of data: personally identifiable information (PII) to be used to identify individual students. De-identified data is information about individual students but with identifying information removed. Aggregate data is information about groups of students without any identifying information.
Districts use the data they collect from school to make decisions about what resources each school needs to support its students. They send a small amount of the data that they collect to the state department of education. States use the data to measure how districts are meeting goals for students, provide tools back to districts to inform instruction, assess how state funds are improving education, and provide aggregate information to the public. The U.S dept receives the least data of all. States send it a small amount of aggregate data, and it uses them to provide information to the public about how all districts are performing. It also uses them to measure how federal funds are helping to improve education. Parents have access to information about their children, using it to help their learning. Teachers use data about the individual student in their classroom. They use it to understand how their students are learning and help each student be successful.
Schools and districts rely on service providers to manage instructional tools and some critical functions, like transportation. These third parties may need PII, but only get access to the data directly relevant to their work. Researches can get access to de-identified and aggregate data to study what is helping students learn.
From my research and work on Assignment 4, I also compared the NGSS with PYP standards, and got the result that these two standards are not curriculum, we as educators need to align curriculum with the standards. Even though my school is not using the NGSS, but using the PYP standards, NGSS still have a lot to refer to. WAB could use NGSS as a resource to assist building up the IB standards and curriculum.
References:
(2013) How to Read the Next Generation Science Standards (NGSS) Retrieved from http://www.nextgenscience.org/sites/default/files/How%20to%20Read%20NGSS%20-%20Final%2008.19.13.pdf
For my Module 4 assignment, I picked the NGSS standards (The Next Generation Science Standards). The three most critical factors I would cite to a colleague about this architecture, The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. Prior standards documents listed what students should “know” or “understand.” These ideas needed to be translated into performances that could be assessed to determine whether or not students met the standard. The NGSS has avoided this difficulty by developing performance expectations that state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment. 2) Foundations. Each performance expectation incorporates all three dimensions from the Framework—a science or engineering practice, a core disciplinary idea, and a crosscutting concept. 3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts. These three unique characteristics are embodied in the format of the standards, beginning with the “system architecture.” (How to Read the Next Generation Science Standards (NGSS), 2013)
Data standards are an integral component in educational organizations. Data Standards play an important role in educational organizations. Without standards, the steps toward students’ data collection might never have been taken. Standards also have enhanced organizational leaders' ability to interpret their data for students’ learning, improvement reporting activities. Data standards also align the content data with common standards so that educators, parents, students and all skate holders have something to follow on.
When a student transfers from one program, institution, district, or state to another, we need a common data standard to share their information. When education environment use many different data standards to meet information needs, there are certain data we all need to be able to understand, compare, and exchange in an accurate, timely, and consistent manner. For that reason, we need to build data standards that everybody is on the same page.
Districts, states and federal government all collect data about students for important purposes. In the decision making process, districts, schools and all departments need to work together, with enough information and data, decide what is in need and what is not.
Information and Data play an important role in decision making. Because first data are used in classrooms and schools to make changes in instruction and decide what students need to increase learning. There are types of data: personally identifiable information (PII) to be used to identify individual students. De-identified data is information about individual students but with identifying information removed. Aggregate data is information about groups of students without any identifying information.
Districts use the data they collect from school to make decisions about what resources each school needs to support its students. They send a small amount of the data that they collect to the state department of education. States use the data to measure how districts are meeting goals for students, provide tools back to districts to inform instruction, assess how state funds are improving education, and provide aggregate information to the public. The U.S dept receives the least data of all. States send it a small amount of aggregate data, and it uses them to provide information to the public about how all districts are performing. It also uses them to measure how federal funds are helping to improve education. Parents have access to information about their children, using it to help their learning. Teachers use data about the individual student in their classroom. They use it to understand how their students are learning and help each student be successful.
Schools and districts rely on service providers to manage instructional tools and some critical functions, like transportation. These third parties may need PII, but only get access to the data directly relevant to their work. Researches can get access to de-identified and aggregate data to study what is helping students learn.
From my research and work on Assignment 4, I also compared the NGSS with PYP standards, and got the result that these two standards are not curriculum, we as educators need to align curriculum with the standards. Even though my school is not using the NGSS, but using the PYP standards, NGSS still have a lot to refer to. WAB could use NGSS as a resource to assist building up the IB standards and curriculum.
References:
(2013) How to Read the Next Generation Science Standards (NGSS) Retrieved from http://www.nextgenscience.org/sites/default/files/How%20to%20Read%20NGSS%20-%20Final%2008.19.13.pdf
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