Section 3: Increasing collaboration and communication using OGT data
Using OGT Data To Set Collaborative Goals
Collaboration among educators is essential for improving student achievement. Data about what students know and can do set the stage for productive discussions among teachers. The collaborative process cycle shown below can help make team meetings more efficient and productive.
District and School Leaders can follow this cycle to support Grades 9 and 10 teachers who are applying strategies to prepare students taking the OGT for the first time.
District and school leaders can also use this cycle to support intervention and Grade 11 teachers with appropriate professional development to address the needs of students who need to retake the OGT.
District and School Leaders and Teachers should do the following:
- Analyze the overall and subject-level performance data of the students in a classroom, school or district to identify which skills need additional instruction and to determine which students may require intervention. Analyzing patterns in OGT performance leads to hypotheses for potential programming improvements.
- Prioritize areas where program improvements or modified instruction is likely to have the greatest impact on student achievement.
- Discuss using professional development tools and teaching tools as a team to ensure that best practices are in place to help students prepare to take or retake the OGT.
- Act on observations to improve planning and instruction for students who may need additional help to achieve proficiency in weak areas.
District and School Leaders engaging in this process can download the Data Interpretation, Investigating Areas of Strength and Investigating Areas for Improvement templates as a starting point for examining OGT data in a collaborative setting.