A new school leader meets with the school improvement team to analyze fifth-grade students' reading performance. How can the school leader best facilitate this analysis?

The best way for the school leader to facilitate an analysis of fifth-grade students' reading performance is by reviewing data collected from norm-referenced assessments. Norm-referenced assessments enable educators to compare individual student performance against a statistical norm set by a defined group, which often includes a representative sample of students at the same grade level. This allows for a clearer understanding of how fifth graders are performing in relation to their peers, identifying strengths and weaknesses based on established benchmarks.

Using this data facilitates informed decision-making when developing strategies for improvement. It provides objective measures that can help pinpoint specific areas where students may be struggling and where instructional adjustments may be necessary. This data-driven approach is essential for establishing targeted interventions and ensuring that support measures are aligned with the unique needs of the student population.

While the other options present valuable information, they do not provide the same level of comparative analysis as norm-referenced assessments. Consulting with parents can yield insights but may be subjective and less focused on academic performance metrics. Sharing anecdotal records offers qualitative observations that may lack the broader contextual understanding necessary for analyzing performance quantitatively. Relying solely on standardized test scores can provide a limited view, as they often do not encompass the diverse skills and knowledge students use in varied contexts. Thus, norm