Sant Done SEPAC Somerville
Done ak zouti nan langaj senp pou ede fanmi Somerville yo rete enfòme.
Byenveni!
Sant sa a rasanble done ak zouti enpòtan sou Lekòl Piblik Somerville yo. Sèvi ak lyen ak gid ki anba yo pou w eksplore sijè ki enpòtan pou ou menm ak fanmi w.
Entwodiksyon
Done piblik yo ka ede fanmi yo konprann modèl nan tout distri a, rezilta elèv yo, pèsonèl, finansman, ak sèvis edikasyon espesyal yo. Pa gen okenn mezi poukont li ki bay yon imaj konplè sou yon lekòl, yon distri, oswa yon elèv. Done yo ta dwe konsidere ansanm ak eksperyans elèv yo, kontribisyon fanmi an, obsèvasyon edikatè yo, ak lòt sous enfòmasyon.
Kòmanse isit la
Done Edikasyon Espesyal ak Evalyasyon Lokal yo
Konsèy sou Done
Missing data happens.
Blank, suppressed, or unavailable data do not necessarily mean zero. Read notes and check the number of students represented.
Check the date.
Different systems update on different schedules. Always identify the school year, assessment window, and last-updated date.
Pay attention to student groups.
District averages can hide meaningful differences. Look for available results for students with disabilities and other student groups.
Look at more than one number.
A percentage tells only part of the story. Review the definition, number of students, time period, and other measures.
Glosè Done nan Langaj Senp
Title | Description |
|---|---|
Benchmark | A score or performance level used as a reference point. Meeting a benchmark does not provide a complete picture of a student’s learning. |
Comparable districts | Districts DESE identifies as similar based on factors such as grade span, enrollment, and special populations. Similar does not mean identical. |
Diagnostic or adaptive assessment | An assessment that adjusts based on responses and provides information about strengths and areas of need. The term does not mean the assessment medically or legally diagnoses a disability. |
Disaggregated data | Results separated by groups, such as grade, school, disability status, race or ethnicity, English learner status, or income status. |
Growth | A measure of change in performance over time. Growth is different from whether a student is currently meeting grade-level expectations. |
Placement | In special education data, the type of educational setting in which a student receives services. Aggregate placement data do not determine the appropriate placement for an individual student. |
Proficiency or achievement | A measure of performance relative to grade-level standards or defined expectations. |
Progress monitoring | Repeated measurement used to determine whether a student is making adequate progress over time. |
Scale score | A numerical score on an assessment scale. It should be interpreted using the assessment’s definitions and reporting guidance. |
Screening | A brief process used to identify students who may need additional assessment or support. Screening is not the same as a comprehensive evaluation. |
Student group | A category used to report results for a defined group of students, such as students with disabilities or English learners. |
Suppressed data | Data withheld because the group is too small or disclosure could create a privacy risk. A dash, blank, or suppressed value does not mean zero. |
Typical Growth and Stretch Growth | i-Ready terms for growth targets. Typical Growth describes expected annual progress; Stretch Growth is a more ambitious target intended to move a student toward grade-level performance. |
Assessment window | The period when an assessment is administered, such as fall, winter, or spring. |
Aggregated data | Information combined for a group of students rather than shown for an individual student. |