Analyzing math data for student strengths

Teachers spend a lot of time looking at data and student work to figure out what we need to fix. Where are my students struggling? What skills or knowledge do my students not have? 

And while it’s helpful to pinpoint students’ gaps, an “assets-based approach” can yield equally powerful insights. 

“Orient to what students can do, instead of what they can't yet. It's a lot easier to build momentum from ‘can.’” —Tiffany, ANet Coach

Teachers can use what students do know to extend instruction from the foundational skills and knowledge students already have. This helps new content feel connected so it is more likely to “stick”. 

Analyzing data for student strengths also sets teachers up to discuss “bright spots” in learning during conversations with students, families, and colleagues. 

So the next time you’re scanning a data report or thumbing through a pile of math tasks, ask yourself: What are students showing us that they know and are able to do, and how can we build from that to help them understand more? 

Want to see an example? In this video, ANet coach Tiffany Campau works with math teachers in Syracuse, NY, during a data meeting to take an assets-based approach to analyzing student work.