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

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

3. Data Readiness Inventory

4. MEASURING FOR SUCCESS WHY REPORT

5. 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

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

7. Gap of Understanding

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

9. Data Presentation Final Report Follow-up Report Report of Assessment Background Information 1 2 3 4

10. 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

11. 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

12. Academic Performance Report

13. Final ReportFollow-up Report Report of Assessment Background Information

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

15. 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

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. 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?

23. Academic Performance Report

24. 2504 2691 2843

25. Academic Performance Report 2504 2691 2843

26. Academic Performance Report 2504 2591 2643

27. Academic Performance Report 2504 2691 2843 There is some growth; however, the grade level has failed to meet typical growth for three years in a row.

28. Academic Performance Report 2504 2591 2643 There is some growth; however, the grade level has failed to meet typical growth for three years in a row. Make a Prediction

29. Academic Performance Report 2504 2691 2843 2921 2948 3012 What seems to be emerging from the data?

30. Academic Performance Report 2504 2691 2843 2921 2948 3012 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?

31. Academic Performance Report 2504 2691 2843 2921 2948 3012 Where are students now compared to the spring? spring ‘13 2498 fall ’13 2442

32. Academic Performance Report 2504 2691 2843 2921 2948 3012 Where are students now compared to the spring? spring ‘13 2625 fall ’13 2594

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

34. 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

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

36. 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

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

38. Here’s What…! So What…? Now What…?

39. 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?

40. Academic Performance Report 2504 2691 2843 2921 2948 3012 Where are students now compared to the spring? spring ‘13 2498 fall ’13 2442 Third grade scaled scores in reading from spring to fall decreased by 56

41. 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?

42. 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?

43. 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?

44. 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?

45. One thing I’m still wondering about is…

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