TTESS 1.2 Data & Assessment
Utilizing Aware & Forethought for Reflection
Generating Reports in Forethought
On the Reports Tab, Forethought can print three main types of reports for principals.
- Learning Standard Coverage Report
- Lesson Plan Status Report
- Checklist Usage Report
Creating a Standard Coverage Report
Campus Administrators
- Click the Standard Coverage button on the Reports Tab.
- Choose the school year.
- Choose the school.
- Choose the course from the tree.
- Click Submit Report.
Teachers
1. Click on the print icon in the normal lesson view.
2. Click the Print Checklist Report from the drop down menu.
3. A PDF document will download for the entire instructional year.
The PDF will include the Bloom’s Levels Report, High Yield Instructional Strategies Report, and TTESS Planning Domain 1 Accomplished and Proficient Reports.
Analyzing Data in Aware
Quick Views: Student Learning Standard Breakdown
Data can be accessed quickly and easily by choosing a test from Quick Views.
- Click Quick Views to see the list of available test options
- Expand a test type, year, grade level, and subject to view the test data
- Click on the drop-down menu to choose a preexisting template
- The template will be applied to the selected test
Data Analysis Protocol
1. What areas of students’ performance are at or above expectations?
How often was the SE taught? (Forethought SE Coverage Report).
What strategies were used when teaching the SE? (Forethought Lesson Plans)
Celebrate success!
2. What areas of student performance are below expectations?
How often were they taught? (Forethought SE Coverage Report).
What strategies were used when teaching the SE? (Forethought Lesson Plans)
Identify strategies that need to be revisited and improved.
3. How did various groups (e.g. gender, race, socioeconomic, disability, English proficiency) of students perform? (Look for data trends and patterns in AWARE Student Learning Standard Breakdown Report Color Coded). Are there specific instructional strategies that are working for various groups? Are there any groups that need some additional strategies to improve learning?
4. From the instructional level, what confirms what we already know about our teaching strategies? What challenges what we thought?