USING DATA TO SUPPORT STUDENT LEARNING ( COGNOS Student Data Warehouse)

1. USING DATA TO SUPPORT STUDENT LEARNING (COGNOS Student Data Warehouse) Dr. Angus MacKay, Assistant Superintendent Ms. Shelley Wilcox, Director of Technology

2. 10 Years of Data • Provincial Assessments (FSA, Prov. Exams) • District Assessments • Report Card Marks • Attendance (Absences & Lates) • Behaviour • Programs, designations, custody orders • Demographics and enrolment • School completion and transition data

3. Data Provided Through Cognos

4. Data Can Be Organized By • District • School • Grade • Pod • Class • Individual

5. Data Can Be Filtered By • Children in Care • Cohort • French Immersion • Year • Performance / Achievement • Gender • Aboriginal • ELL • Ever ELL • Special Education

6. Data Picture (Demographics) • Enrolment • Transition Rate (In & Out) • Suspensions (In & Out of school) • Attendance • Population Composition (# and % ELL, Aboriginal, Special Education)

7. How it is Used in Our Middle Schools • Principal meets with pod (classroom) teachers a minimum of four times a year to review individual student progress. • Principal meets with School-based Learning Services staff approximately once a month to monitor students on respective caseloads. • Grade level Team Leaders are encouraged to discuss assessment practices with their team.

9. Grade 6 English (Term 1 & 2)

10. Grade 6 Math (Term 1 & 2)

14. Cohort Tracking • By district • By school • By filtered designations such as ELL, Aboriginal or Learning Services designation • By student PEN • Drill Through Available

16. All Students: Gr 7 Math

17. Aboriginal: Grade 7 Math

19. Data Can Be Displayed in a Variety of Formats

20. Data Model • BCeSIS – main table is demographics • Use 31 tables – 29 from BCeSIS and 2 tables for Registration date and incident type • Reports enable drill through to student data picture including all provincial and district assessments, incidents, attendance, school transitions, six year completion records

21. Process for Data Analysis • Determine cohort you wish to analyze • Set goal for analysis (e.g., determine how modified language courses for ELL students affect graduation and achievement rates) • Determine data requirements • Plan for collecting, entering and analyzing data • After analysis, action the data and determine next steps for instructional practice to improve achievement

22. How is your district using data to track student achievement?

23. How Do We Use Achievement Data to Drive Improvement in Instructional Practice? • At the district level • As a leadership team at the school level (with P/VP) • At the classroom level (with lead teachers)

24. What kinds of data do you use for assessment for learning? Describe how you combine a variety of types of data to determine instructional strategies.

25. What standards are needed to enable exchange of student achievement data between districts? As we move into personalized learning, what types of standards are needed to report student progress?

26. Describe how you action the data on student achievement. Once you have identified a problem, what are the next steps you take with the information you have learned?

27. Questions? • shelley_wilcox@sd34.bc.ca • angus_mackay@sd34.bc.ca