School Improvement Planning Assessing School Impact October 6, 2010 Robert Dunn Superintendent of Education York Region District School Board

Identifying our Student Learning Needs Assessing School Impact What does our examination of school level data tell us about eh overall impact that the school is having in on current student achievement? Using an analysis of the student level data, what are the identified learning needs which are the focus for school improvement?

Assessing Impact of our Work

Five-year Trend Data Literacy Score Overall improvement over 4 years of 16% While the line is not as distinct, you can see that the blue line, the school’s literacy score is trending higher than the Boards, having started below the Board Average Literacy Score

EQAO 5 Year Trend - Reading Grade 3 Grade 6

Focused Conversation Over the five years has there been: 1. A shift in the number/percent of students at level 4, 3, 2 and 1? 2. A shift in the number/percent of students exempt or not enough information to score? 3. Would you describe this shift as increasing, remaining static, or declining over that period? Note: we are looking at shifts across the entire range of the student population.

Assessing Impact of our Work

Grade 1 Report Card to Grade 3 EQAO Reading The green bar represents the achievement of grade 1 students. These students are then followed to show their achievement in grade 3 – you just track the number along to see the new distribution.

Grade 1 Report Card to Grade 3 EQAO Reading Gr. 1 Report card EQAO Gr. 3

Cohort Grade 3 to Grade 6 EQAO Reading The green bar represents the achievement of grade 3 students. These students are then followed to show their achievement in grade 6 – you just track the number along to see the new distribution.

Cohort Grade 3 to Grade 6 EQAO Reading

Focused Conversation For each cohort, examine the shift in achievement during the period. 1.For each of the cohorts, would you describe this shift as increasing, remaining static, or declining? 2.What has the shift been for student who began below the standard; fewer, the same or more by the end of the period? 3.What has the shift been for students who were achieving at the standard? Are there more, the same, fewer? Have those students shifted to level 4 or level 2?

Grade 6 EQAO to Gr. 10 Credit Accumulation NOTE: This is NOT a cohort Gr. 6 - Reading Gr. 10 Credits

This is NOT Cohort Data Grade 6 EQAO to Grade 10 Credit accumulation 1.What is the number/percent of your students who have 16 or more credits by the end of their grade 10 year How do your results compare with our research data? NOTE: Our research indicates that between 15 and 20% of students who get level 2 in Reading in Grade 6 are at- risk. One of the best predictors of risk of graduating is the percent of students who have fewer than 16 credits by the end of grade 10.

Attendance In the year 91 students missed more than 20 days. Missing 20 days per year is a significant risk factor. It represents 14% of their students being at-risk

Attendance

Attendance Data Is there a difference between the attendance of our identified students and our non- identified students? What has been the impact of our Attendance management program over the past two years?

School Impact Tracking What does that mean in terms of our work? Trailing IndicatorRespond to the Question: Has the school improved, remained static or declined? Five Year Trend Cohort Data Elementary to Secondary Data Attendance How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

School Improvement Planning Is a messy process Must be driven by data which matters! Must engage staff in a dialogue which is data informed and builds capacity to use data to improve student achievement. Fails if it does not involve a systematic, data informed monitoring process which is frequent and based on a small number of key success indicators.