Our Continuous School Improvement Process supports accountability to the 3 identified AASD Board of Education Goals by crafting school improvement plans that address

the objectives of:

Response to Instruction

Collaborative Culture of

Improvement

Family and Community

Partnerships

Highly differentiated and

engaging instructional

strategies and environments

supporting increased learning for each

student.

High-quality staff development that assures effective

instruction for each student.

Active involvement and open

communication between and among

families and the community.

Data DigData Dug

.

Since opportunities for improvement always exist…

we must purposefully seek out errors,

understand their causes and effects, and

then fix them.

Before developing goal(s) to drive the school improvement process forward…

Survey the informationAnalyze the data to identify patterns of strength and need

Student Achievement: Attainment--to what degree have our students met or exceeded grade level expectations? 

 

Student Growth:Progress--To what degree have our students made progress to meet or exceed grade level expectations? 

 

Closing Gaps:Equity--To what degree do all students have equitable access and success meeting or exceeding grade level expectations? 

 

On-Track to College and Career:College/Career Readiness--To what degree are our students “on track” to reach readiness for career and post-secondary education?

Dataand dashboards available include:

Enrollment and Attendance

Assessments (including WSAS, ACT, AP and ACCESS for ELL)

Student Growth Percentiles

High School Completion

Postsecondary Enrollment

Student Profile Student Search

http://wise.dpi.wi.gov

Putting Faces on the Data

Problem Solving ProcessThe problem solving process is a timely ongoing collaborative effort that is formalized, responsive, fluid, and data-driven. The process capitalizes on and builds collective educator expertise to ensure all students reach their maximum potential. This process aims to empower all staff to make informed decisions and take responsibility around meeting all student needs.

Collectively we have the knowledge and expertise to meet the needs of all students.We responsively use data to monitor students and make informed decisions.In the problem solving process, teams must use multiple data points, look at the whole child, and ensure engagement in quality universal instruction to determine access to Tier 2 or Tier 3.

Please discuss..Make a part of your plan!

Effective Universal Practices (Highly Differentiated):What Capacity Building opportunities are needed to help educators effectively design, deliver, and match high quality instruction to reach potential and maximize outcomes for all students? What are the non negotiables? How will you look at the whole child and ensure engagement

in quality universal instruction? (high success all day long) Decision Rules: What are the multiple data points to

determine access to Tier 2 or Tier 3? What documentation is needed at the building level to

monitor progress for interventions and enrichments ? Communication: How do you plan to take your key

learning around RtI to the rest of your staff?

Don’t just look in the rearview mirror…

The purpose of data is best served when it is used to determine where to go next.

Confidentiality Each person must sign a “Confidentiality

Agreement” or “appropriate use of data” form.

Give the signed form to the school principal for collection.

Always remember that studying student data is for professional analysis and planning purposes.