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Understanding the Data Data 101 Robert Dunn Gord Wagner.

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Presentation on theme: "Understanding the Data Data 101 Robert Dunn Gord Wagner."— Presentation transcript:

1 Understanding the Data Data 101 Robert Dunn Gord Wagner

2 Working Norms Everyone has wisdom. We need everyone’s wisdom for the wisest result. Your questions contribute to building the wisdom of the group. There are no wrong answers. The whole is greater than the sum of its parts. Everyone will hear others and be heard. Make sure your cell phones are on off.

3 Assessment Literacy “Assessment literacy is a high yield strategy that increases the collective capacity of educators: to gather/access student performance data to critically analyze (disaggregate, interpret) such data to develop action plans for improvement to discuss and debate the meaning of data in public fora.” Fullan, M (2003). Change with a Vengeance. p.49

4 Lets Talk about Data Data is meaningless – just numbers Assessment literacy – is a comprehension exercise NOT a statistical exercise The group must agree on the meaning of the data you must be prepared to confront the myths: – “whole child vs. EQAO!” – Data does not paint the complete picture – only part of picture. – My Report Card data is more representative of what the student can do than EQAO!

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9 Summary of Key Performance Indicators

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11 DRA Data

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14 Grade 3 EQAO Trend

15 EQAO – Reading – Grade 3 5 Year Trend – School B Historical, Grade 3, 2008-2009,Reading,Trending Display

16 Grade 3 EQAO Reading School A 03-04 – 07-08 School A

17 Grade 6 EQAO Trend

18 EQAO – Reading – Grade 6 5 Year Trend – School B Historical, Grade 6, 2008-2009,Reading,Trending Display

19 Grade 6 EQAO Reading School A – 03-04 – 07-08

20 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 I Data - Cohort II Data Attendance How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

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23 Summary of Key Performance Indicators Cohort Tracking

24 Cohort Grade 3 – 6 EQAO Reading

25 Grade 1 RC – Grade 3 EQAO Reading

26 Cohort Tracking Data Compare Grade 1 Report Card and Grade 3 EQAO

27 EQAO Gr. 6 – RC – Gr. 8

28 Assessment Practises

29 Summary of Key Performance Indicators Assessment Practices

30 Grade 9 Credit Accumulation

31 Grade 9 Credit Accumulation by Feeder School Credit Earned Summary, current, grade 9,2008-2009, by Feeder School This group of students is not likely graduating!

32 Grade 10 Credit Accumulation by Feeder School Credit Earned Summary, current, grade 10,2008-2009, by Feeder School This group of students are not likely graduating! Cohort Graduation Rate 66%

33 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 I Data - Cohort II Data Attendance How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

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35 Attendance Matters “teaching causes learning”

36 Predicting the Probability of Leaving Early: Gender and Grade 9 Attendance, Math Research and Assessment Services, 2009

37 Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007) Gr. 3/6 Attendance and EQAO Reading

38 Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007) Gr. 3/6 Attendance and EQAO Mathematics

39 Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007) Gr. 3/6 Attendance and EQAO Reading

40 Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007) Gr. 3/6 Attendance and EQAO Reading

41 Attendance

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