Growth in Learning

Standard 24: Leaders use data and input from a variety of sources to make decisions for learners' and staff members' growth and well-being.

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Self-Rating: 4

District leaders use a variety of information to make decisions for learners' and staff members' growth and well-being. Students, teachers, and stakeholders complete annual surveys. This information is used to identify challenges and successes. For example, the school in 2021-2022 the district completed surveys to help develop a strategic plan. This plan includes six guiding principles: Communication and Stakeholder Engagement; Instruction, Curriculum, and Learning; Student-Centered Learning; Culture and Connectedness; Personnel Effectiveness; and District Resources. In addition, data is collected and analyzed from many sources. These include the following: Classroom assessments; student self-assessments; student feedback; rubrics. Teachers use assessments to gauge student achievement. For example, data collected from MAP Growth, NSCAS, ACT, Pre-ACT, ASVAB, STAR, Acadience, and Accelerated Reading are all used to drive instruction.  Data is used to determine curriculum choices and course offerings. This data is also used to make instructor changes based on the data results. Click here to see a document that shares student achievement as determined by MAP Growth scores.

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One challenge has been that it takes a great amount of time to analyze the data and share the results with teachers. Rather than use the data from each testing opportunity, the curriculum director analyzes data from the NSCAS and MAP spring assessments. The Title I coordinator shares Acadience and Accelerated Reading data with teachers and identifies students who may require additional learning opportunities.