At the School
Illuminate DNA:
Key Questions to Consider:
Are there any disproportionalities in growth or achievement within the demographic subgroups? Are there any specific subgroups that are of interest?
What strengths are observed in the data? Are there potential positive trends visible beyond a grade level or department?
What areas of need are observed in the data? Are there potential negative trends visible beyond a grade level or department?
How are our intervention systems impacting these results?
What is the relationship between strengths and needs identified in the data and the school’s professional learning targets and goals for the year?
How do strengths and needs identified compare with ongoing formative assessment and teacher observation? What are the implications of these comparisons ? What are the implications for PLC processes?
What schoolwide instructional systems need to be examined for improvement in the area of literacy and math? What connections exist between observed instructional practices and student outcomes?
What other information and data would help add context to this data in the service of student learning?
What key insights do your school and/or teams to pay attention to?
What goals, aspirations and actions might be considered?
Reports and Data Sources to Consider:
Illuminate DNA
Assessment Overview: First screen shown after clicking on an assessment. Shows Overall Performance, Standards Performance, Sub group Achievement Gaps, Lowest Performing Questions)
Reports / Where Do I Start (for Site Leaders) : After clicking on an assessment, click on the reports tab at the top, scroll down and click on "Where do I start (for site leaders)
Site Assessment Overview: Overall Performance, Standard performance, question level performance
Pivot Table: This is an excellent report for looking at growth at the school, classroom or student level. Shows the percent and number of students scoring at each performance level both Pre and Post. Which students are moving up, which are moving down, and which showed no change?
Multiple Assessment Performance Report: Powerful tool that site leaders can use to look at a number of assessments at once and display the performance by grade level, course, teacher and section. Also helpful for looking at overall pre / post performance.
Response Frequency: Group by the standard to see which standards were the highest and lowest performing. It also shows the questions and distribution of item level responses. This can be used to diagnose potential misconceptions or learning progression needs.
eduClimber
Students 3D with assessment filter applied : Select "Assessment" under filters and then select Illuminate benchmarks. Multiple assessment filters can be applied.
District, Grade, Class tabs: Select the enrollment year of students that are of interest, select the years of data that are of interest.
Collections: Save reports and data tables produced in the District, Grade, and Class tabs to specific collections that you create and share with teams or individuals.
Instructional Systems Considerations:
Professional Learning Community structure
Professional development needs
Core program resource needs
School/grade level master schedule
Schoolwide MTSS structures
Attendance:
Key Questions to Consider:
What trends and patterns are you detecting in your attendance data based on demographics, grade level, time of day? Are there any disproportionalities?
Which students would be considered habitually truant/missed more than 10 days of instruction either excused or unexcused?
Which students or groups of students are most in need of support?
Are there any changes in policy, scheduling, or programing that may have affected attendance data for better or worse? If so, what does the data tell us?
What correlations do we see between attendance, behavior, and academic data? How can we use this information to target interventions for specific students or groups of students?
Which members of our team are actively monitoring attendance and acting on that data?
Reports and Data Sources to Consider:
eduClimber
Students 3D with attendance filter applied: select the attendance filter and then enter the minimum / maximum days attended as well as any other criteria of interests (e.g. currently enrolled).
Tableau Attendance and early warning Dashboards
Social/Emotional/Behavioral:
Key Questions to Consider:
What trends in major and minor discipline incidents do you see in the data based on demographics, grade level, etc. Are there any disproportionalities?
Which students or groups of students indicate a need for more targeted intervention based on the data available?
Are there specific behaviors or incidents that are appearing more frequently than others?
Are there changes in policies or structures that have made an impact (for better or worse) on student behavior/incidents?
What correlations do we see between attendance, behavior, and academic data? How can we use this information to target interventions for specific students or groups of students?
What are your students telling you? What are the major themes that emerge from your student survey data regarding social, emotional, or behavioral outcomes?
What does your own formal and informal data tell you about the social, emotional, and behavioral needs of your students?
What goals has your team made regarding social / emotional / and behavioral health? How does this data inform those goals?
Reports and Data Sources to Consider:
Tableau Early Warning Reports:
eduClimber Incident data: This is a robust data set and includes almost all data contained in IC
Students 3D with Incident / Behavior filter applied: select the incident filter and then specify the type of incident or resolution as well as the frequency of those incidents or resolutions. Quick way to group students by behaviors and resolutions.
District, Grade, Class tabs: Select the enrollment year of students that are of interest, select the years of data that are of interest.
Collections: Save reports and data tables produced in the District, Grade, and Class tabs to specific collections that you create and share with teams or individuals.
At the Grade Level/Department
Illuminate:
Key Questions to Consider:
Prior to looking at the results - which standards or questions did you expect to see the highest levels of achievement and growth? Why?
What are the highest and lowest performing standards?
Which standards were overtly taught prior to the test? How does student performance on these overtly taught standards compare to standards that have not yet been taught.
How did the teaching of these standards affect these results?
How well does the assessment describe student learning or mastery? What other formative and classroom data can we bring to the table to better understand our students' mastery?
Are there specific standards that indicate strong student growth/performance? Are there specific measures that indicate significant student need?
Learning progressions: what key / core concepts do students need to master in order to access the standards that have not yet been taught or that need to be readdressed?
Misconceptions and Error Analysis: What do students "wrong" answers tell you about their understanding of the content or how they are approaching the problem? Are there trends and patterns in this misconceptions that can be addressed through whole or small group instruction? How can we get our students to talk about and address these misconceptions?
Reports and Data Sources to Consider:
Illuminate DNA
Assessment Overview: First screen shown after clicking on an assessment. Shows Overall Performance, Standards Performance, Sub group Achievement Gaps, Lowest Performing Questions)
Reports / Where Do I Start (for Site Leaders) : After clicking on an assessment, click on the reports tab at the top, scroll down and click on "Where do I start (for site leaders)
Site Assessment Overview: Overall Performance, Standard performance, question level performance
Pivot Table: This is an excellent report for looking at growth at the school, classroom or student level. Shows the percent and number of students scoring at each performance level both Pre and Post. Which students are moving up, which are moving down, and which showed no change?
Multiple Assessment Performance Report: Powerful tool that site leaders can use to look at a number of assessments at once and display the performance by grade level, course, teacher and section. Also helpful for looking at overall pre / post performance.
Response Frequency: Group by the standard to see which standards were the highest and lowest performing. It also shows the questions and distribution of item level responses. This can be used to diagnose potential misconceptions or learning progression needs.
Matrix:
eduClimber
Matrix
Assessment questions
Instructional Considerations:
Literacy and math block duration and structure
Core program resources leveraged for instruction
Common formative assessment practices
Social/Emotional/Behavioral:
Key Questions to Consider:
What grade level systems exist to support student social/emotional/behavioral health?
What are your students telling you? What are the major themes that emerge from your student survey data regarding social, emotional, or behavioral outcomes?
Which students or groups of students indicate a need for more targeted intervention based on the data available?
What does your own formal and informal data tell you about the social, emotional, and behavioral needs of your students?
Reports and Data Sources to Consider:
eduClimber Behavior Reports
Discipline referrals
At the Classroom
Illuminate:
Key Questions to Consider:
What standards were assessed? What standards were taught? Which standards did you expect students to demonstrate mastery and which standards did you expect students to struggle in?
What error patters do we see in student responses?
What instructional strategies were employed during instructional delivery?
How does Illuminate data compare with formative data collected during instruction?
Reports and Data Sources to Consider:
Standards
Matrix
Copy of the test
Instructional Considerations:
Formative assessment practices
PLC Practices
Social/Emotional/Behavioral:
Key Questions to Consider:
What impact are trauma sensitive and culturally responsive practices having on current student behavior?
How do students proactively address their social, emotional, and behavioral needs?
What social/emotional/behavioral skills have been directly taught? What skills still need to be supported and addressed?
How do instructional routines and academic rigor impact student behavior?
Reports and Data Sources to Consider:
Classroom Observations
Discipline referrals