Analysis

**ANALYSIS[[image:data_analysis_cartoon_1.gif width="392" height="299" align="right"]]**

 * 1) Designs and develops needs assessment plans or proposals.
 * 2) Identifies and prioritizes gaps between actual and desired performance.
 * 3) Identifies and analyzes causes of performance gaps.
 * 4) Identifies and uses appropriate data-gathering techniques to gain insight into causes of gaps in performance.
 * 5) Identifies, proposes, and/or selects solutions that are appropriate to closing an identified performance gap, including non-instructional interventions.
 * 6) Conducts learner/user analysis.
 * 7) Determines the knowledge, skills, and attitudes required to adequately perform a specific job, task or role.
 * 8) Determines required resources and constraints for a solution or solution system.
 * 9) Identifies and analyzes relationships of systems and subsystems within an organization, including descriptions of functions, processes and structures.

**EVALUATION & RESEARCH**

 * 1) Assesses and synthesizes data from a variety of sources and draws logical conclusions from available information (apart from formative evaluation – see next).
 * 2) Conducts formative evaluation of products.
 * 3) Designs and implements appropriate assessments of human performance and organizational results.
 * 4) Designs and implements appropriate assessments of human learning.
 * 5) Disseminates findings from research and evaluation.

Mastery of Analysis, Evaluation, and Research
Teachers are data driven. Excellent teachers review all data available and write differentiated instruction to meet students needs. As a classroom instructor, I used FCAT scores, classroom tests, and observation to drive daily instruction. As a reading coach, I use student data to drive school-wide improvement. Data drives every aspect of my professional development from the basics on where to find the data and how to analyze it, to specific reading strategies for each department in the school. I show teachers how to create appropriate assessments for reading in the specific content area. >
 * Social Studies Reading Initiative
 * Based on assessment of social studies teachers' ability to add reading to the social studies content classroom.
 * Last spring, I used a combination of classroom observation and surveys to determine need for the department.
 * With the social studies department head, we analyzed what the department currently feels is ideal reading differentiated instruction and created a program to breach the gap.
 * This Fall, I created the Social Studies Reading Initiative to present the required skills teachers need to add reading to the social studies content area.
 * Each presentation has teachers fill in surveys to determine if he training is relevant. I make adjustments to the training based on these surveys.
 * Includes training on FCAT Star (our primary source for FCAT data) and PMRN (progress monitoring for FCAT L1 - L3 Readers)
 * Includes specific teaching strategies to differentiate classroom instruction based on classroom FCAT and PMRN scores.
 * Includes specific teaching strategies based on school-wide FCAT data.
 * Includes teachers presentations to raise teacher attitudes concerning new strategies.
 * Allows teachers to create own strategies to increase teacher buy-in.
 * Program is so successful - Clay County Schools is looking to pick it up next year district-wide.


 * Sentry Roofing
 * Industrial professional developers create teaching units based on performance needs. Sentry Roofing used training videos for the new roofers. The company trusted the roofers to watch the videos. However, the roofers did not show mastery of the material before starting work.
 * I suggested a combination of video and quiz learning unit.
 * At this time, "Fall Prevention" is still a work in progress but eventually it will have video broken into segments with short "self-check" embedded questions and answers followed by a quiz.
 * We are negotiating prices to convert all training video over to learning units.