Section 3: Increasing collaboration and communication using OGT data
Using OGT Data to Examine Instructional Programs
The next step in the process of using student performance data to inform meaningful action is to consider the reasons for performance patterns. What is happening in your district or at your school that resulted in these performance patterns?
Here are some initial steps of program evaluation:
- Examining the positive patterns in your data and the factors that contribute to strong student performance;
- Examining which areas need improvement and considering current research-based strategies for school improvement.
Always remember that this information is just a starting point. The data and analysis presented online, and in your printed district and school reports, are just an indicator of the areas of strength and need in your district or school. You will want to look at additional data such as attendance, curricula maps and classroom assessments.
If you are a District or School Leader, these data may help your team find areas in your district’s or school’s academic program—both positive and negative—that need further investigation and exploration. If the students in your district or school are performing well in particular areas, you want to understand why and how practices leading to strong performance can be spread to other areas. If the students in your district or school need improvement in certain areas, you will also want to understand why.
The Data Interpretation Template for District Leaders and for School Leaders will be useful in helping your district or school leadership team collect and analyze additional information about the performance patterns you are investigating.
If you are a Grade 9 or 10 Teacher or Grade 11 Teacher, use the data to pinpoint the specific challenges your students face. Consider the OGT data when discussing the decisions your team must make to ensure that instructional programs complement the intervention programs already in place or being implemented at your school.