STANDARD 5 - USING RESULTS FOR CONTINUOUS IMPROVEMENT
The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.
At the elementary, school personnel maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across all classrooms and courses. All assessments are proven reliable and bias free. The system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning.
Assessments for the elementary school include MAP, NeSA, DIBELS, classroom assessments, Core Phonics Survey, San Diego Quick, and placement tests for Corrective Reading, Early Intervention Reading (EIR), and Rewards programs. Teachers go through trainings on a regular basis, focusing more on reading than other subjects. There are consistent fidelity checks and grading policies in place. Standardized and purchased tests are bias free, but locally developed classroom assessments may not be.
At the secondary school, personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning.
Stanton secondary school uses a variety of student assessments including MAP testing, NESA, and the ACT. All core classroom teachers use bias free assessments from the course textbooks. These tests have been through a bias review. The school has adjusted the MAP testing after reviewing the benefits for our students during our regular school improvement meetings.
At the elementary school, systematic processes, and procedures for collecting, analyzing, and applying learning from all data sources are documented and used consistently by professional and support staff. Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. All school personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, and the effectiveness of programs and organizational conditions.
Elementary teachers have spent time looking at data trends in MAP, NeSA, and DIBELS. It has been used to not only determine student weaknesses, but also instructional weaknesses. DIBELS progress monitoring data is reviewed at weekly grade level meetings. The school profile and district report card also show data trends over several years. The Multi-Tiered Systems of Support (MTSS) website includes an action plan and a list of decision rules. Early Intervention Reading (EIR) meetings are held once per month.
At the secondary school, systematic processes, and procedures for collecting, analyzing, and applying learning from multiple data sources are used consistently by professional and support staff. Data sources include comparison and trend data that provide a complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. School personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, and the effectiveness of programs and organizational conditions.
Stanton secondary school staff uses assessment data to continually check if implementation of our school improvement goal is successful. Each year’s data is compared with collected data from previous assessments and years to identify any trends. This is compiled in the annual report card and school profile. Staff members design and evaluate their Individual Professional Development goals each year based upon the district’s school improvement goal and the assessment data from testing.
All district professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation and use of data. Most recently, the Educational Service Unit #8 has conducted 2 all staff in-services focused on the analysis of data (date retreat).
The district's policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. Results indicate improvement, and school personnel consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.
Through our School Improvement process, the staff consistently uses data to assess student learning and readiness. The district has a policy including decision rules and there is a schedule of data meetings. At the elementary, DIBELS benchmarks determine interventions at the next level. Alterations have been made to the school improvement plan based on data, with mixed levels of improvement. Core teachers in the district are more comfortable with data analysis than non-core teachers.
District leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.
The annual district report card is made available online and in the school newsletter. The school profile is available online. Title I accountability letters are sent to stakeholders annually. The district has a communication plan and the Nebraska Education Profile is presented at school board meetings, the minutes of which are available to the public. The district also sends all stakeholders a monthly newsletter which is also posted online. This newsletter often contains information and tools for parents and students regarding upcoming assessments along with assessment data already collected.
Assessments for the elementary school include MAP, NeSA, DIBELS, classroom assessments, Core Phonics Survey, San Diego Quick, and placement tests for Corrective Reading, Early Intervention Reading (EIR), and Rewards programs. Teachers go through trainings on a regular basis, focusing more on reading than other subjects. There are consistent fidelity checks and grading policies in place. Standardized and purchased tests are bias free, but locally developed classroom assessments may not be.
At the secondary school, personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning.
Stanton secondary school uses a variety of student assessments including MAP testing, NESA, and the ACT. All core classroom teachers use bias free assessments from the course textbooks. These tests have been through a bias review. The school has adjusted the MAP testing after reviewing the benefits for our students during our regular school improvement meetings.
At the elementary school, systematic processes, and procedures for collecting, analyzing, and applying learning from all data sources are documented and used consistently by professional and support staff. Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. All school personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, and the effectiveness of programs and organizational conditions.
Elementary teachers have spent time looking at data trends in MAP, NeSA, and DIBELS. It has been used to not only determine student weaknesses, but also instructional weaknesses. DIBELS progress monitoring data is reviewed at weekly grade level meetings. The school profile and district report card also show data trends over several years. The Multi-Tiered Systems of Support (MTSS) website includes an action plan and a list of decision rules. Early Intervention Reading (EIR) meetings are held once per month.
At the secondary school, systematic processes, and procedures for collecting, analyzing, and applying learning from multiple data sources are used consistently by professional and support staff. Data sources include comparison and trend data that provide a complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. School personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, and the effectiveness of programs and organizational conditions.
Stanton secondary school staff uses assessment data to continually check if implementation of our school improvement goal is successful. Each year’s data is compared with collected data from previous assessments and years to identify any trends. This is compiled in the annual report card and school profile. Staff members design and evaluate their Individual Professional Development goals each year based upon the district’s school improvement goal and the assessment data from testing.
All district professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation and use of data. Most recently, the Educational Service Unit #8 has conducted 2 all staff in-services focused on the analysis of data (date retreat).
The district's policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. Results indicate improvement, and school personnel consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.
Through our School Improvement process, the staff consistently uses data to assess student learning and readiness. The district has a policy including decision rules and there is a schedule of data meetings. At the elementary, DIBELS benchmarks determine interventions at the next level. Alterations have been made to the school improvement plan based on data, with mixed levels of improvement. Core teachers in the district are more comfortable with data analysis than non-core teachers.
District leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.
The annual district report card is made available online and in the school newsletter. The school profile is available online. Title I accountability letters are sent to stakeholders annually. The district has a communication plan and the Nebraska Education Profile is presented at school board meetings, the minutes of which are available to the public. The district also sends all stakeholders a monthly newsletter which is also posted online. This newsletter often contains information and tools for parents and students regarding upcoming assessments along with assessment data already collected.
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Secondary only evidence
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