Data Review High School Principal’s Meeting March 19, 2015 Sonia Dupree Michelle Gordon

Data Sources Fall 2013 to Fall 2014 Comparison of EOC Results On flash drive & the wiki Fall 2013 to Fall 2014 Comparison of EOC Results NCFE Results Spring 2013 to Fall 2014 1st Semester Grade Distribution On flash drive and in Quicker

Data Driven Dialogue Protocol Phase I: Predictions Phase II: Observations Phase III: Inferences 10 min.

Phase II: Observations If you catch yourself using the following . . . . , then stop! Because . . . Therefore . . . It seems . . . However . . .

Phase II: Observations Instead, frame statements like the following: I observe that . . . Over half the students are . . . Some patterns/trends that I notice . . . The percentage of students who . . . I’m surprised that I see . . .

Example: Math I Fall to Fall EOC Results WCPSS Math I EOC #tested Level I Level II Level III Level IV Level V Pct45 Pct345 Fall 2013 715 227 159 92 171 66 33.1 46.01 Fall 2014 936 336 169 114 239 78 33.8 46.05 Fall to Fall Difference 221 109 10 22 68 12 0.7 0.0 The percentage of students scoring Level 4 or 5 increased by 0.7%. The number of students taking the Math I EOC increased by over 200. The number of students scoring at Level I increased by over 100.

Phase III: Inferences What questions does the data answer? Generate multiple explanations for your Phase II Observations Identify additional data that may be needed to confirm/contradict your explanations Propose solutions/responses Identify data needed to monitor implementation of your solutions/responses What questions does the data not answer?

Example: Math I Fall to Fall EOC Results Possible explanation: More students were placed into Math I this year based on the new placement guidelines. There was a significant increase in the number of students scoring at Level I. Therefore, the placement guidelines do not effectively predict which students will be successful in one-semester Math I. Additional data: Some schools offer Math IB in the fall semester. These EOC scores would be mixed in with the scores of students who took Math I in one semester. The data needs to be separated into these two groups to see if the increase in Level I’s can be attributed to students taking Math I in one semester. WCPSS Math I EOC #tested Level I Level II Level III Level IV Level V Pct45 Pct345 Fall 2013 715 227 159 92 171 66 33.1 46.01 Fall 2014 936 336 169 114 239 78 33.8 46.05 Fall to Fall Difference 221 109 10 22 68 12 0.7 0.0

Example: Math I Fall to Fall EOC Results Solutions/Responses: If the explanation is confirmed, dig deeper into the data to find the profile of students who were successful in Math I in one semester. Adjust the placement guidelines accordingly. Data to monitor: Compare Fall 2015 results to Fall 2014 to determine if there was a decrease in the number of students scoring Level I.

Your Turn! – Part 1 Private Think Time – first 5 minutes Use the handout to record your thoughts Discuss at your table Be prepared to share out!

Fall to Fall Comparison of EOC Results & NCFE Results Spring 2013 to Fall 2014 Some things to think about . . . How does my school compare to the district? To other schools similar to mine? What trends do I see? How do Academic and Honors compare? Do they show the same trend? Who is teaching these courses? (new vs. experienced, stable PLT vs. inconsistency, etc.) What are the limitations of the data? These timers appear initially as a cream, coloured circle. The timer is initiated by clicking on, at which point the circle will fill up in a clockwise direction with the colour you see above. At the end of the time, a bell will sound. It is possible to change the timings of the timers by entering the animation settings and changing the timings of the relevant ‘Oval’. Note the timings have to be entered in seconds. It is possible to have multiple timers on the same slide as these work independently of each other. 20 min

Grades Distribution: Stored Grades Report 25 min

Example: Clue High School

Example: Clue High School

Your Turn! – Part 2 Some things to think about . . . What issues or questions arise? Where are there consistencies? Where are there inconsistencies? Is there a relationship between the EOC/NCFE data and the Grades Distribution data? How could you use this data with a PLT? With a teacher? These timers appear initially as a cream, coloured circle. The timer is initiated by clicking on, at which point the circle will fill up in a clockwise direction with the colour you see above. At the end of the time, a bell will sound. It is possible to change the timings of the timers by entering the animation settings and changing the timings of the relevant ‘Oval’. Note the timings have to be entered in seconds. It is possible to have multiple timers on the same slide as these work independently of each other. 20 min

Directions!

Current Grades Report Live Gradebook Data All Intervention Coordinators have access to these reports in Powerschools & have been trained What timely data are you pulling now? How are you using the data? 10 min.