Standard 4: Documenting and Using Results
The state, county, and school have agreed to utilize the performance measures yielded by classroom grades, data from research-based programs (such as Reading 3-D,Waterford, SuccessMaker, Target Teach, ClassScape, SRA, AR, Study Island, and Education City), EVAAS, and EOG results/analyses. Feedback from various committees and forums (benchmark results;EOG results; staff meetings;PTA meetings; JES Advisory Committee meetings; annual survey results from students, staff, and shareholders) establishes and reviews the effectiveness and efficiency of our governance, support, and administrative functions. Indicated improvement-needed areas are addressed at all levels (individual, class, grade-level, school, and school system) through various methodologies, including RTI/PST (Response to Instruction/Problem Solving Team) processes, personal education plans (PEP’s), and intensive remediation, both in- and after-school, individually and in small groups.
Each year we strive (and, according to survey results, etc., we are successful) to maintain and improve our communications with parents and other shareholders. Upon-request parent/teacher conferences;daily student agenda entries (Gr 3-5, when appropriate); classroom progress monitoring reports (formal and informal);progress reports every three weeks; six-week report cards;twice yearly (formal) parent/teacher conferences;weekly classroom newsletters; school websites;state report cards;NC DPI products (printed and on the web-site);and yearly student, staff, and shareholder surveys are just some of the many examples of data collection and relay venues that are highly utilized and provide needed access to our stakeholders. Grade-level and staff meetings provide discussion opportunities to improve teaching and learning processes throughout the school, formulate plans, and implement them.
Overall achievement results help to drive the classroom, Title I, and School Improvement plans so that they will provide the framework for necessary and focused long- and short-term positive change. Through dedicated practice and process, the formulation and implementation of yearly budget, Title I, and School Improvement/Safe Schools plans provide collaborative opportunities and practice for all stakeholders to analyze and use data. Considerable time, dedicated effort, and in-depth discussion ensure that stakeholders have a clear understanding of what data they may access, have unrestricted access to any/all appropriate data, understand the data, and are able to use the data effectively.
Student successes are published in the local newspaper and highlighted at and through various school and classroom meetings/activities. Routine analysis and evaluation of trends (NC School of Distinction and High Growth for school years 2008-2009 and 2009-2010) gives credence to our efficacy and demonstrates our verifiable growth in student performance.
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