Driven by Data to Empower Instruction and Learning https://goo.gl/HBjGNv

Why are we here? What would it take to ensure student learning at every grade level, in every subject and with every student group? Data can be used to impact student learning Data can be used to impactstudent learning .

Importance of Data “Without data, you’re just another person with an opinion.” ~ W. Edward Deming What does the data tell us explicitly? What can we infer from the data? What are the implications?

How can data drive what occurs at your school? Data Empowers How can data drive what occurs at your school?

Sources of Data There are four sources of data: Student Learning Perception Demographic Process How does using multiple sources of data improve our understanding of our students over using only a single source?

If we don’t know where we’re going, we’re going to end up somewhere else. Where are we now? How did we get to where we are? Where do we want to be? How are we going to get to there? Is what we are doing making a difference? Continuous School Improvement Framework

Where are we now? How did we get to where we are? Where do we want to be? How are we going to get to there? Is what we are doing making a difference?

Normative Scores Grade 6 Reading 65 69 +4 Language 67 73 +6 74 65 -9 Language NA 62 -10 Mathematics 73 63 Total Score** 78 64 -14 Science +2 Social Studies 70 66 -4 Grade 4 67 -1 69 58 68 Grade 5 -3 -2 +5 59 61 -6 Grade 6 Reading 65 69 +4 Language 67 73 +6 Mathematics 64 -3 Total Score** 71 70 -1 Science 62 .= Social Studies 60 Grade 7 74 79 +5 +9 75 76 +1 68

Things to consider when looking at Normative scores: These scores are rankings. They do not indicate mastery of skills Normative scores are based on a set of norms. Because demographics and other conditions change over time it is important to update the norms This year was the year to update the norms. When norms are updated, it is not unusual to see a minor adjustment in scores. The first time a student experiences a standardized test, it is important to understand that they are responding to a new experience. The longer the students participate in standardized testing, the better they perform.

Normal Curve Equivalents - Not Tested PHILADELPHIA, Test Date: 03/22/19 Mean Normal Curve Equivalent Normal Curve Equivalents Grade Reading Language Mathematics Science Social Studies Number Tested Mean NCE KG 430 59.2 - 432 67.4 01 779 59 63.5 778 57.5 59.1 02 1608 64.3 63.6 55.5 1605 59.7 03 4091 58.1 4088 56.4 4090 57.1 4083 58.4 4080 58.6 04 4212 56.9 4208 58.8 4206 57 4204 54.3 59.5 05 4293 57.2 4289 58.2 4231 59.3 4280 56.1 4282 56.2 06 4145 60.6 4139 62.8 4104 4142 56.7 4137 57.8 07 4119 61.1 4116 67.1 4115 63.4 58 59.8 08 573 64 571 64.5

Normal Curve Equivalents Normal Curve Equivalents are used to indicate growth. If scores fall within the margin of error of a previous years’ NCE, it indicates that there has been a full year of growth. At the Archdiocesan level, at every grade and in every content area where all students were tested, there was a full year’s growth. At the local level, areas highlighted in yellow showed more than a full year’s growth; areas highlighted in pink show less than a year’s growth. Any area not highlighted indicates a full year’s growth. By looking at individual students’ NCEs you can also ascertain growth.

Criterion‐referenced Criterion Test Scores Criterion‐referenced • Examines student performance on objectives and skills within acontent area • Identifies areas of stronger or weaker achievement Mathematics TerraNova Objectives Number & Num Relations 56 6 36 58 Computation & Estimation 64 38 Measurement 59 7 37 Geometry & Spatial Sense 47 9 53 Data, Stats, & Prob 51 55 Patterns, Funcs, Algebra 77 40 54

Skills Mastery Mean OPI % in Mastery Category Low Moderate High Mathematics TerraNova Objectives Number & Num Relations 56 6 36 58 Computation & Estimation 64 38 Measurement 59 7 37 Geometry & Spatial Sense 47 9 53 Data, Stats, & Prob 51 55 Patterns, Funcs, Algebra 77 40 54

Cognitive Skills Assessment Scores Anticipated Achievement Score Statistical estimate of the achievement expected for a student or group of students of similar age, grade, and cognitive abilities Reported as percentiles (AANP) and Normal Curve Equivalents (AANCE) In combination with CSI scores, can help identify students who may benefit from more support and enrichment

Anticipated and Obtained comparison Area Grade Reading Language Math Total Science Social Studies 3 +8/+6 +10/+7 +4/-2 +7/+4 +10/+8 +3/+6 4 +3/+5 +7/+5 +5/-4 +4/+2 -7/-10 =/+6 5 =/-3 +5/+5 +3/+4 =/-2 -7/-4 6 +5/-1 +6/+2 +3/-1 +3/= -7/-2 -3/= 7 -8/-4 +3/+2 =/-1 -17/-15 -5/-6

Assessing Outcomes Match the description of the type of learning with the type of outcome Knowledge Basic Skills Understanding Long-Term Transfer Match the outcome with the best form of assessment.

Key Areas of Evaluation Comparison Percentile Rank or National Percentile (NP, or NP of Mean NCE) Normal Curve Equivalent (NCE) Stanine (S) Growth Normal Curve Equivalent (NCE) Grade Equivalent (GE) Lexile Scale Scores (SS) Performance Objective Performance Index (OPI) Performance levels Mastery Categories

Item Analysis

Item analysis - 2

SMART Goals Not Especially SMART Goal: I will do better on my report card in the next marking period. SMARTer Goal: In the next marking period, I will get at least a C on all my math tests, and at least a B on most of my quizzes and homework assignments.

SMART Goals Pretty SMART Goal: In the next marking period, I will take careful notes and review them at least two days before tests and quizzes so that I can ask the teacher questions about what I don't understand. I will do my math homework before I do things with friends, and when I hand it in, I will ask the teacher about anything I am not sure about. When I get anything wrong, I will make sure to ask the teacher, or one of my classmates how they got the right answer. You Try It!

Growth Score: Lexile Range Measures a student’s reading ability or the difficulty of text Helps a reader find books and articles at an appropriate level of difficulty and determine how well that reader will likely comprehend a text. Use to monitor a reader's growth in reading ability over time.

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