Strength Findings At the five Title I elementary schools, staff administer and analyze student assessments to measure and monitor student progress, to provide selection criteria for intervention, and to inform instruction. Data teams, led by the principal, monitor students’ progress throughout the year. Administrators and teachers told the review team that school-based data teams are organized at the district’s five Title I elementary schools. 1. The data teams analyze data, usually monthly, to assess student learning and to make decisions about interventions for struggling students. 2. The principal is the primary leader of the data team. B. Interviews and a document review indicated a schedule for K–5 English Language Arts/Literacy assessments. At the elementary level, assessment screeners and benchmark assessments provide the selection criteria for Title I support, establish student baselines, target students for interventions, and monitor progress. Teachers review student achievement data to monitor progress, and group students for instruction, intervention, and/or enrichment. Teachers monitor intervention results, and adjust instruction accordingly. For example, teachers across the elementary schools use Running Records during their guided reading groups and reading teachers use the Leveled Literacy Intervention (LLI) program with specific students. Impact: Because the I elementary schools have developed structures to analyze data, they are able to monitor students’ progress and provide ongoing instructional support to address students’ needs. Challenges and Areas for Growth The district does not have uniform and integrated policies, structures, and practices for the continuous collection, analysis, and dissemination of student performance and other data sources. Teachers and school leaders told the team that the district does not have a process for the continuous collection and timely dissemination of data (for example, data dashboards). 1. One administrator told the team, need a system Pre-K–12 to capture data. Currently, “We we can’t look at the data collectively.”
Strength Findings At the five Title I elementary schools, staff administer and analyze student assessments to measure and monitor student progress, to provide selection criteria for intervention, and to inform instruction. Data teams, led by the principal, monitor students’ progress throughout the year. Administrators and teachers told the review team that school-based data teams are organized at the district’s five Title I elementary schools. 1. The data teams analyze data, usually monthly, to assess student learning and to make decisions about interventions for struggling students. 2. The principal is the primary leader of the data team. B. Interviews and a document review indicated a schedule for K–5 English Language Arts/Literacy assessments. At the elementary level, assessment screeners and benchmark assessments provide the selection criteria for Title I support, establish student baselines, target students for interventions, and monitor progress. Teachers review student achievement data to monitor progress, and group students for instruction, intervention, and/or enrichment. Teachers monitor intervention results, and adjust instruction accordingly. For example, teachers across the elementary schools use Running Records during their guided reading groups and reading teachers use the Leveled Literacy Intervention (LLI) program with specific students. Impact: Because the I elementary schools have developed structures to analyze data, they are able to monitor students’ progress and provide ongoing instructional support to address students’ needs. Challenges and Areas for Growth The district does not have uniform and integrated policies, structures, and practices for the continuous collection, analysis, and dissemination of student performance and other data sources. Teachers and school leaders told the team that the district does not have a process for the continuous collection and timely dissemination of data (for example, data dashboards). 1. One administrator told the team, “We need a system Pre-K–12 to capture data. Currently, we can’t look at the data collectively.”