Gather Data

Gather and Analyze Data to Determine Priorities

During the month of August, at the first PLC meeting of the school year, teachers are presented the previous year's summative assessments to improve student learning. From this data PLC teams are able to get relevant summative test information out of district data management and analysis systems (student information systems, data warehouses) to determine baseline analytical information. Access to the raw data from the student information systems, data warehouse is crucial, because teachers are in need of more detailed data, or want data presented in different ways, than state paper reports typically provide. Once classroom teachers have access to the baseline information, they work as subject teams to select key indicators of success for their classrooms. Most importantly, building-level instructional coaches are active in helping teachers identify key indicators of classroom success, assist in appropriately analyze individual subject matter data, and then turn identifiable data into strategic pedagogical interventions. 

·         Collecting and Analyzing State Summative Data

State Historical Scores

·         Math Three Year Comparison 2011

·         Reading Three Year Comparison 2011

·         Science Three Year Comparison 2011

·         Safe Harbor Status 2011 

Sub Group Historical Scores

·         Special Education Math

·         Special Education Reading

·         English Language Learner Math

·         English Language Learner Reading 

Content Analysis

This type information is valuable as baseline data to measure the effects of the school improvement plan as it is tracked from one year to the next. For example, the shift in the percentage of students scoring limited and unsatisfactory would be reduced. A second type of data analysis tool is one that reports overall student performances in specific content areas. This analyses specific content areas by units of learning. The content analysis chart in Reading and Math displays student proficiency percentages within specific reading or math content areas tested. The content analysis chart is helpful in identifying specific content areas that are, over time, showing weakness in student performances within specific content areas of the curriculum. The benchmark for proficiency should be set at 80% for each content area.

• Red Indicators Below 60% = Constitutes the Construction of SMART Goals
• Blue Indicators Below 80% = Check for Understanding
• Black Indicators At 80% or Above = Celebrate Proficiency