Measuring for Back to School September 24, 2013 SUCCESS An Administrator’s Guide to Enhancing Board Members’ Understanding of Academic Performance Data

What might be some of the ways you currently report data to your Board?

Data Readiness Inventory

MEASURING FOR SUCCESS WHY REPORT

Data Reporting Allows Boards To… 1.See the BIG PICTURE quickly 2.Increase the impact on the school 3.Make decisions based on evidence - not guesswork

Data Reporting Should Be… 1. Planned 2. Clear 3. Concise 4. Consistent

Gap of Understanding

“ Reporting the assessment results and planning for their use, are two aspects of a single process… not separate and unrelated activities.” (Caswell & Roeber)

Data Presentation Final Report Follow-up Report Report of Assessment Background Information

Examining Student Learning Assessment Purpose Rate of Feedback Type of Feedback Primary Target of Feedback Tier IIIAnnual, large- scale Infrequent (3x per year) Frequent (Daily) General Broad Specific Narrow General accountability Audience: Board, Administrator, Community Tier IIPeriodic grade level and subject area Answerability Audience: Administrator Teachers Tier IOngoing classroom Answerability Audience: Teachers Students

Examining Student Learning Assessment Purpose Rate of Feedback Type of Feedback Primary Target of Feedback Tier IIIAnnual, large- scale Infrequent (3x per year) Frequent (Daily) General Broad Specific Narrow General accountability Audience: Board, Administrator, Community Tier IIPeriodic grade level and subject area Answerability Audience: Administrator Teachers Tier IOngoing classroom Answerability Audience: Teachers Students

Academic Performance Report

Final ReportFollow-up Report Report of Assessment Background Information

Academic Performance Report Final ReportFollow-up Report Report of Assessment Background Information

Share in August / September Review the purpose of the assessment Discuss how the results will be reported Inform as to how the information will be utilized

Background Information Share in August / September Review the purpose of the assessment Discuss how the results will be reported Inform as to how the information will be utilized 1.Review information about computer adaptive testing 2.Emphasize the purposes at the student, classroom, and school levels

Background Information Share in August / September Review the purpose of the assessment Discuss how the results will be reported Inform as to how the information will be utilized 1.Discuss the plan for reporting the data to the Board, parents, teachers, students and other constituents 2.Review the types of reports the Board can expect to see before the assessment results are available

Background Information Share in August / September Review the purpose of the assessment Discuss how the results will be reported Inform as to how the information will be utilized 1.Describe how the classroom teacher will use the results to improve the delivery of instruction 2.Describe how grade level teams will use the results for planning purposes 3.Discuss how the results will be utilized to refine the School Improvement Process or other interventions

Academic Performance Report Final ReportFollow-up Report Report of Assessment Background Information

Report of Assessment Share in September / October Report connection to the academic plan Provide comparison evidence of academic standing ˜Where are students now compared to the spring assessment results? Review the background information shared during August/September

Report of Assessment Share in September / October Report connection to the academic plan Provide comparison evidence of academic standing ˜Where are students now compared to the spring assessment results? Review the School Improvement Plan and/or provide the Board with an overview of the planned interventions for increased student achievement

Report of Assessment Share in September / October Report connection to the academic plan Provide comparison evidence of academic standing ˜Where are students now compared to the spring assessment results? 1.How are the students achieving compared to the spring? 2.What might be some areas of focus?

Academic Performance Report

Academic Performance Report

Academic Performance Report

Academic Performance Report There is some growth; however, the grade level has failed to meet typical growth for three years in a row.

Academic Performance Report There is some growth; however, the grade level has failed to meet typical growth for three years in a row. Make a Prediction

Academic Performance Report What seems to be emerging from the data?

Academic Performance Report Why was there little to no growth from 6 th to 7 th grades? What might be some reasons for the growth from 7 th to 8 th grades?

Academic Performance Report Where are students now compared to the spring? spring ‘ fall ’

Academic Performance Report Where are students now compared to the spring? spring ‘ fall ’

Academic Performance Report Final ReportFollow-up Report Report of Assessment Background Information

Follow-up Report Share in January / February Report connection to the academic plan Provide comparison evidence of academic standing ˜Where are students now compared to the fall assessment results? ˜Share predictions about spring results. WASH – RINSE – REPEAT Clear, Concise, Consistent

Academic Performance Report Final ReportFollow-up Report Report of Assessment Background Information

Final Report Share in May / June Data should mirror the APR results Provide comparison evidence of academic standing No one likes surprises! WASH – RINSE – REPEAT Clear, Concise, Consistent

If you do not know where you are going… any road will take you there

Here’s What…! So What…? Now What…?

Here’s WhatSo What?Now What? Specific facts or information Generation Interpretation of the data Interpretation Prediction, implication or question for further study Prediction/ Implication Here’s What? So What? Now What?

Academic Performance Report Where are students now compared to the spring? spring ‘ fall ’ Third grade scaled scores in reading from spring to fall decreased by 56

Here’s WhatSo What?Now What? Specific facts or information Third grade scaled scores in reading, from spring to fall, decreased by 56 Here’s What? So What? Now What?

Here’s WhatSo What?Now What? Specific facts or information Third grade scaled scores in reading, from spring to fall, decreased by 56 Interpretation of the data Students experienced summer loss of academic knowledge and skills The testing environment was not adequately prepared and student’s effort on the assessment was low. Here’s What? So What? Now What?

Here’s WhatSo What?Now What? Specific facts or information Third grade scaled scores in reading, from spring to fall, decreased by 56 Interpretation of the data Students experienced summer loss of academic knowledge and skills The testing environment was not adequately prepared and student’s effort on the assessment was low. Prediction, implication or question for further study Because scaled scores may be artificially low, expected growth could appear high in the winter. Make a connection to the academic plan or provide additional information concerning interventions Here’s What? So What? Now What?

Here’s WhatSo What?Now What? Specific facts or information Third grade scaled scores in reading, from spring to fall, decreased by 56 Interpretation of the data Students experienced summer loss of academic knowledge and skills The testing environment was not adequately prepared and student’s effort on the assessment was low. Prediction, implication or question for further study Because scaled scores may be artificially low, expected growth could appear high in the winter. Make a connection to the academic plan or provide additional information concerning interventions Here’s What? So What? Now What?

One thing I’m still wondering about is…

“ Not everything that is faced can be changed, but nothing can be changed until it is faced.” Baldwin