School Improvement PlanningAssessing School Impact

October 6, 2010

Robert DunnSuperintendent of EducationYork 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

Assessing Impact of our Work

Five-year Trend DataLiteracy 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 EQAOReading

• 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 EQAOReading

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 ConversationFor 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 AccumulationNOTE: This is NOT a cohort

Gr. 6 - ReadingGr. 10 Credits

This is NOT Cohort Data Grade 6 EQAO to Grade 10 Credit accumulation1. What is the number/percent of your students who

have 16 or more credits by the end of their grade 10 year - 2008-09.

2. 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 2008-09 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 TrackingWhat does that mean in terms of our work?

Trailing Indicator Respond 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?

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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.