1. Driven by Data to Empower Instruction and Learning

2. 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 .

3. 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?

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

5. 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?

7. 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

8. 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?

10. Normative Scores Grade 6 Reading 65 69 +4 Language 67 73 +674 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

11. 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.

13. 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

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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

22. Item Analysis

23. Item analysis - 2

25. 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.

26. 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!

27. 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.

28. FINAL SLIDE WITH BCIU LOGO – OPTIONAL THANK YOU.