U SING D ATA TO ASSESS AND INFORM SCHOOL CHANGE Data for change Presenter: Judith Marty Principal Mater Academy Charter Middle High

V IDEO D ISCUSSION C ollaborative Personalization Curriculum, Instruction, Leadership and Assessment What collaborative strategies in the video were utilized and/or what collaborative partnerships were established to implement school improvement actions and initiatives? Which of these strategies support our school improvement plan; provide opportunities to develop increased teacher, student, and community leadership roles; and improve student learning at our school? What personalization strategies to improve school culture and student engagement for both staff and students are evident in the video? Which of these initiatives could we put in place at our school to more fully focus the staff on the learning of each individual student? What additional strategies might we implement that will ensure greater engagement and academic improvement for each of our students? What best practice strategies revealed in the video increased student access to rigorous curriculum, quality instruction, and authentic assessments? Which of these best practices and strategies could we implement at our school to ensure every student has access to quality instruction and a rigorous, relevant curriculum that prepares each student to be college and career ready?

S UMMATIVE DATA Annual State Examinations Scores Teacher Data Chats * Department Data Chats * Student Data Chats Summative data assessments produce valuable information that is used to make curriculum decisions, direct future instruction, and improve instructional practices. School personnel are expected to use information from yearly summative data assessments to improve student learning and improve instructional practices. SATs, ACTs, and High School Assessments are some examples of summative assessments.

F ORMATIVE DATA *Teacher Data Chats *Department Data Chats *Student Data Chats Formative data assessments are used to adjust instructional practices in an effort to address and maximize individual students’ learning, to gauge students’ progress; and assign grades. Specifically, educators collect, organize, and analyze formative data during an instructional time period; during lessons, through homework, and other instructional activities. Educators use appropriate technologies to collect, organize, analyze, and report student formative assessment data. Educators are able to utilize formative assessment data to develop meaningful instruction for students.

D EMOGRAPHIC DATA Data that gives a summary of the characteristics of the school population; demonstrating the common characteristics and variations of the school’s subgroups *Teacher Data Chats *Department Data Chats *Student Data Chats ■■ Do we have programmatic equity? ■■ What percentage of proficiency are your subgroups (economically disadvantaged, Hispanic, etc.) at in mathematics and Reading? ■■ What do we do to improve lowest percentile scores?

P ERCEPTUAL DATA Reflect opinions and views of stakeholders *Teacher Data Chats *Department Data Chats *Student Data Chats ■■ What do I think it would take for every subgroup (economically disadvantaged, Hispanic, etc.) to score at least Proficient in mathematics? ■■ Why are there achievement gaps? ■■ What am I doing in my classroom to promote learning that’s most effective? ■■ What am I doing in my classroom to promote learning that’s least effective? ■■ How well do I know my curriculum standards? ■■ Am I teaching to the standards? ■■ What do I do when students don’t master the standards? ■■ What can I do to improve parent participation?