Toolkit for School Planning


 This section will support you in creating a data culture at your school by taking you through the school planning for continuous improvement process, using the framework for effective data use as the model.

As a reminder, the Framework for Effective Data Use answers the following questions:

Step 1   What do you need to know?
Step 2   What data is available?
Step 3   How do you get the data?
Step 4   What is the data telling you?
Step 5   What other information do you need?
Step 6   What do you do with the information ?

 Click here to download a pdf of the Toolkit for School Planning

 1.  What Do You Need to Know?

Begin with an area of focus and a question.

How are our students achieving in the area of reading?

2.  What Data is Available?

Accumulate and display Reading data

  1. Collect the most recent report card results by accessing the NYC reporting tool - Elementary Report Card Summary or Elementary Class Profile Report
  2. Collect Assessment data relevant to this subject area - go to the NYC reporting tool - Elementary Assessment Summary, or Elementary Class Profile or DRA/CASI Assessment Summary reports
  3. Collect the EQAO data relevant to this subject area - go to NYC reporting tool - EQAO Summary and run the most recent results for your currently enrolled grades 4,5,6,7, and 8 
    • Display and distribute this data for:
      • All your teachers
      • For each class in the grade
      • For the entire grade

3.  How Do You Get the Data?

Log into the NYC Reporting Tool (Noel or YRDSB) using your ID and password to run the report above.

4.  What is the Data Telling You?

Analyze the Reading data 

Watch YRDSB Toolkit Video Session 1 - Segment 1 for a live demonstration.

Distribute all the data sets to all grade partners, resource staff or teachers, Literacy Coach teacher and ask these focused questions:

  1. What data catches your eye?
  2. Is there anything in the data that you do not understand?
  3. If so, what would you like clarified?
  4. Is there anything about the data that you find surprising?
  5. What patterns of strengths and needs are evident?
  6. What concerns you most about the data?

5.  What Other Information Do You Need?

Consider the following additional questions:

  1. Who are your at-risk students?
  2. Are IEP students functioning within the expected standard for the grade? If not, consider them as at-risk. (Within the NYC reports, select the filter or comparison by IEP).  Note:  where report card data is used in the report, the IEP flag is based on the IEP flag of the selected subject. All other reports use the general IEP flag ( i.e. EQAO, board assessments)
  3. Are there differences in achievement between genders? ESL or aboriginal students?  Within the NYC tool, select the filter or comparison by attribute.

6.  What Do You Do With the Data?

Track your findings

How many of the students in each class are performing at Level 1, at Level 2 and at Standard?

Is there a difference between the prior data and now?

Toolkit Table

Track, Identify and Post your At Risk Students

  1. Who are the level 2 students (by class and grade)?
  2. Who are the level 1 students (by class and grade)?
  3. Each staff member writes the names of each of the at-risk students on post-it notes
    • One name on each post-it note
    • One color for level 1
    • Another color for level 2
  4. Post the name on the flip chart for the grade.
  5. Verify students previously identified as at-risk by your school and ensure that you are confident that the student is now meeting the standard for their grade

Creative Brainstorming - Watch YRDSB Toolkit Video Session 1 - Segment 2 for a live demonstration.

Focusing on the level 2 students in each grade, what do these students need to BE ABLE TO DO in order to work at level 3?

  1. Write down all ideas - do not debate them - just capture them
  2. Questions of clarification

Setting Priorities for Action - Watch YRDSB Toolkit Video Session 1 - Segment 3 for a live demonstration.

  1. What 1 or 2 areas would have the greatest impact on moving those students from Level 2 to Level 3, if they were given specific focus and embedded into classroom practice?
  2. For each of the priority areas identified in the previous step, brainstorm strategies which could be implemented in the context of the classroom program.
  3. Select 2 or 3 strategies

Focusing on the Selected Strategies - Watch YRDSB Toolkit Video Session 1 - Segment 4 for a live demonstration.

  1. What teaching strategies will you use with the at-risk level 2 students?
  2. What teaching strategies will you use with the at-risk level 1 students?
  3. Select a maximum of 1 or 2

As a result of the implementation of the focused strategies identified in the previous process, if level 1 students move forward AND If level 2 students move forward: 

How many level 2's will move to level 3 by February?

This is your TARGET for improvement between October and February.

  1. Plan focused strategies based on the data accumulated.
  2. Examine the targets set in June of the previous year
  3. Set targets for improvement as a result of this review.

MONITOR the results, REVIEW the strategies, REVISE if there is no improvement


 Reeves quote


Last modified: Monday, 24 January 2011, 06:52 PM