Understanding your whole school reading data will help the data team to dig deeper into the areas identified (i.e., gender, Métis and First Nations, English as an Additional Language (EAL), students exceeding, not yet meeting, etc.). It is imperative that the team aligns their data focus and goals with the shared reading beliefs established by Essential Questions When Discussing Reading Data the school staff. Through a process built on intention and purpose, the goal of the data team is to discuss, inquire, infer, question, share, display and plan. The focus is on supporting individual students in
helping them move closer to their reading goal.
One of the first priorities of the school administrator is to know what data is available and to ensure that the data is used to guide decisions, practice and focus.
Essential Questions When Discussing Reading Data
Organizing reading data use around essential questions about student performance is a powerful strategy for building data literacy.
Consider the following questions:
- How do student reading outcomes differ by demographics, programs and grades?
- What are the current student reading outcomes for First Nations and Métis students?
- To what extent have specific programs, interventions and resources (including First Nations and Métis resources) improved reading outcomes?
- What is the longitudinal progress of a specific cohort of students?
- What are the characteristics of students who achieve reading proficiency and of those who do not?
- What are the specific reading behaviours or skills that each child needs to be taught to move his/her learning forward?
- Where are we making the most progress in closing reading achievement gaps?
- How does absence affect reading assessment results?
- What is the correlation between the students’ reading data and their engagement with reading?
(Ronka, Lachat, Slaughter, Meltzer, 2009)
TRY IT OUT
“… principals must champion the importance of assessment for and as
learning by ensuring a consistent and continuous school-wide focus on
student learning and by using classroom, school, and system data to monitor progress.”
(Sharratt & Fullan, 2012, p. 43)