School Success Data Analysis
April 13, 2015
Reflect on a scale from 1-10
• I have peeled back the layers
in my data to discover
“stories” revealed behind the
numbers.
• I consider my data carefully
when making decisions
concerning programming,
teachers, and students.
• My staff is actively involved
in the data analysis process.
Objective
Today we will analyse a cross section of
cycle 3.2 student data to get a clearer
understanding of student achievement.
So that we can bring information that
impacts student success back to our
schools, and share this process with
teachers.
You have been successful when you have
made 2-3 conclusions based on your
school data.
Remember…
Looking over two years…why?
2013-2014
• Students have graduated
• Additional information: Exams
• Provides information about ELA practices
2014-2015
• Provides information about students and teachers
• Time remaining to meet student needs
Language Arts Lens
• Today’s purpose
• Common assessments can be planned at any
cycle level
• Framework can be used to analyse any subject
for which you have data
Analysis Caution
• Queen E 2013
100%
100%
100%
80%
80%
60%
60%
40%
50%
50%
40%
20%
20%
0%
0%
BAS
Épreuves Report
Card
Overall Passing Data
55%
BAS
59%
64%
Épreuves Report
Card
Mark Averages Data
Using the Quadrants
Analysing CCATS
•
•
•
•
Grade level
15 Points
Chance
Student
Using Quadrants
BAS X
Report 80%
Student A
CCAT
V = 110
Épreuves 60%
What do you notice?
• Low épreuves mark – more info… (R 60, N 60)
• What do the other épreuve marks look like in
this class?
Using Quadrants
Student B
Report 68%
Épreuves
60%
CCATS
V=90
BAS P
Well
What do you notice?
•
•
•
•
How does BAS compare to others? (lowest in class)
ESL?
What is impacting BAS? (BK, decoding, vocab…etc.)
What is breakdown of report card mark? Ask teacher
what brings his mark up. (*measures of ability?)
Using Quadrants
Student C
Report 69%
BAS S
Épreuves 45%
Well
What do you notice?
•
•
•
•
Breakdown of épreuve marks? (R 40, N 50)
What is demonstrated to achieve 69% report?
Anxiety around testing ?
Accommodations being made? (work sent
home, pre-reading to student by teacher)
CCATS
V=57*
Using Quadrants
BAS Y
Report 87%
CCATS
V=122
Student D
Épreuves 75%
Well
What do you notice?
• Breakdown of épreuve marks? (R 65, N 85)
• Why is the response mark so low?
Further Analysis of Student D
BAS Y
Report 87%
CCATS V=122
Narrative 85%
Student D
Épreuves 75%
Response 65%
Well
What do you notice?
• Was this an isolated incident? (student didn’t
care for text, testing situation…)
• What do other Response Marks in class look
like? (note: Same class as Student A)
Class Analysis
• 8/26 students are below Proficient on their
épreuves
• What questions come to mind?
50
55
60
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85
90
95
100
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Narrative
Response
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Quadrant Analysis Task
Cycle 3.2 2013-2014 data:
• Include BAS, Épreuves, Report Cards, CCATS
• What do you notice?
Cycle 3.2 2014-2015 data:
• Include BAS, Report Cards, CCATS
• What do you notice?
Triad Sharing
• What are some of the conclusions you were able
to make today?
• What action can be taken which will impact
student learning?