Carly Takata School Culture Plan Objective: To develop and understand data systems that will enable us,

as a staff, to implement instructional plans which are designed and proving to make student growth. To reach this objective, the data systems must be accurate, reliable, timely and MAINTAINABLE. Why: Current educational studies see a high correlation that show effective teaching and high performing schools are maximizing student growth by using data effectively in their building as an entire staff. Who: administrators, teachers, students, school board members, counselors, specialists, paraeducators, bus drivers, community members, office workers, nurses, parents, state legislatures, all stakeholders in the school community How: 1. One thing that is already in place is providing staff members with a location to enter data into a computer system. Nurses have locations to enter information, teachers enter information, administrators enter data, office employees enter information, however, this data sometimes is not accessed and used. This step involves training and providing access to these data systems, so that all aspects of a student or population can be viewed. This step also comes with training on how this data, no matter what type, is confidential and to be used ONLY for instructional purposes that are in the best interest of our students. Staff members who are required or who NEED to have access to different types of scores will have the accurate training to use this data correctly. This data is to include attendance, discipline, past records of grades, IEP or 504 needs, sibling information, current residence, health concerns-truly a wealth of knowledge that is helpful to learn about how to best meet a students needs.

Building Staff should know: What data is available, who enters the data and how it is used at our school. Mission and Vision statements developed by Leadership team to align with data analysis and monitoring of progress. 2. Establish team decided as well as state or district formative data that will be used to view all students within the population at the same time, through the same lense. This would consist of benchmark scores (taken 3 times a year), state assessments, district assessments, math screeners, etc. At these same benchmark periods, student demographic data will be viewed. IDEAS: DIBELS or AimsWeb, Fuchs and Fuchs math computation and applied word problems, Writing assessments such as AimsWeb (Total words written and Correct Word Sequences), prosocial behavior such as SkillsStreaming Survey or SSIS Survey, MSP scores, etc Also including but not limited to: teacher observation checklists, classroom assessment data, attendance and discipline records, and curriculum based assessments These teams will meet monthly, but will have a large meeting in September, January and May.

3. Staff will meet as data teams to review this data in depth. (PLC information located farther in this plan) At this time, students who are Tier 2 and Tier 3 will be documented with specific interventions needed to meet individual learning needs-academics or social related. Interventions will be specific-number of students in group, curriculum used, and instructional

period of time per day or week as well as length of intervention. Tier 1 students will also be identified to document interventions to make growth, but less restrictive settings for these students to achieve individual growth. These teams will meet monthly. They will be required to bring student work as well as progress monitoring scores to see how students are performing. During these meetings, specific holes can be identified allowing teams to determine necessary Professional Development to best reach their current population or to best meet specific teaching practice needs. If data shows that all students have significant gaps, all staff will receive instruction in that area. If grade level teams have a struggle in math problem solving, that team can seek out PD in that area. Professional Development opportunities must be driven by the data, then utilized in that classroom. 4. Progress Monitoring: Tier 1 students: 3 times a year-general benchmark scores Tier 2 students: Monthly data collection. If student drops below determined aimline, team must decide on further action (decrease instructional group size, increase instructional time, possible curriculum change if needed after other changes have had no positive result) Tier 3 students: Weekly data collection. If student drops below determined aimline, team must decide on further action (decrease instructional group size, increase instructional time, possible curriculum change if needed after other changes have had no positive result) *If students reach their goal before a benchmark period, teams must determine the best needed path for the student to continue to make individual student growth Progress Monitoring Data will be reviewed for progress toward benchmark but also tracking individual student growth. An example of this would be using Pathways of Progress from DIBELS in decisions. Things to put into place: -Data boards for students in each classroom that travels with them through their years -Determining a location for data to be stored which can be utilized by staff. (ie DIBELS website must be used by teachers to make educational and instructional decisions-especially for students being progress monitored) -Training staff on accurate data entry-possibly training and utilizing ONE person for data entry to keep it consistent and safe. -Training on tracking individual student growth Classroom Teachers Responsibilities: *maintain accurate records of student growth, attendance, discipline, engagement and strategies used in the classroom *use data on a daily basis to guide their instruction *communicate data to essential staff members on a consistent basis *communicate data to families on a consistent basis *align instruction with common core standards *design instruction with a variety of learning strategies such as GLAD, Direct Instruction, Repetition, Choral response, Peer tutoring, etc Development of Professional Learning/Data Communities/Teams: Grade levels along with Title Staff, counselor, Special Educators, paraeducators, and administration will be required to review data on a monthly basis, at a minimum. During this

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time, student work samples must be used, progress monitoring data as well as instructional routines that will help determine how well the instruction is working. These data teams will also review overall effectiveness of instructional practices, curriculum used, intervention periods and times and student group size. These would require staff to see how well students who caught up or made progress maintained during the next year or two with their learning, especially if interventions were removed. Focus or Guiding Questions for PLCs: 1. What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences a difficulty in learning? Administration will be in these PLCs alongside staff guiding the discussion, providing current research, aligning Professional Development with needs, and assisting in the data collection.

Yearly Calendar for Data Rich School Culture

August Administration: Develop School Improvement Plan to align with current data. Share School Improvement Plan Determine Professional Development Plan to align with SIP September Administration: Set ground rules for PLC Data Team Meetings-assist in yearly continued meetings Review Mission/Vision Share Assessment Data available Teacher: Benchmark universal assessments for ALL students Hold First PLC Data Team Meeting Start implementation of SIP Develop Intervention Groupings by student needs after careful review of data Invite families to school Send home Progress Reports with students documenting progress October Administration: Review Mission/Vision Share Assessment Data available Teacher: Hold Second PLC Data Team Meeting Continue to administer classroom assessments and progress monitoring Conference with families Send home Progress Reports with students documenting progress

November Administration: State of the School meeting completed sharing data results with public Teacher: Hold PLC Data Team Meeting Continue to administer classroom assessments and progress monitoring Invite families to school Send home Progress Reports with students documenting progress December Administration: Identify challenges toward student growth using progress monitoring data Survey stakeholders for perception data Assist in identifying students who require additional support Teacher: Hold PLC Data Team Meeting Continue to administer classroom assessments and progress monitoring Monitor instruction to meet the needs of student population Share student success with stakeholders Invite families to school Send home Progress Reports with students documenting progress January Administration: Review ground rules for PLC Data Team Meetings-assist in yearly continued meetings Share Assessment Data available Assist in identifying Tier 2 and 3 students and appropriate interventions Provide staff with current research aligned with results of data Align Professional Development to meet current data trends Teacher: Benchmark universal assessments for ALL students Hold PLC Data Team Meeting Develop Intervention Groupings by student needs after careful review of data Invite families to school Send home Progress Reports with students documenting progress February Administration: Continue to monitor SIP progress Assist staff struggling to make progress Continue to participate in PLC Data Team Meetings Share success of staff members

Teacher: Hold PLC Data Team Meeting Continue to administer classroom assessments and progress monitoring Monitor instruction to meet the needs of student population Share student success with stakeholders Invite families to school Send home Progress Reports with students documenting progress

March/April Administration: Look at data in depth to determine the impact on student achievement What strategies had high success rates? Start/Stop/Continue for next year Begin to meet with Leadership team for development of next years SIP Teachers: Hold PLC Data Team Meeting Continue to administer classroom assessments and progress monitoring Monitor instruction to meet the needs of student population Share student success with stakeholders Invite families to school Send home Progress Reports with students documenting progress May/June Administration: Generate easy to understand data to show student growth for school year Collect End of Year Benchmark Data Review effectiveness of SIP on student improvement Continue to monitor SIP progress Assist staff struggling to make progress Continue to participate in PLC Data Team Meetings Share success of staff members Teachers: Hold PLC Data Team Meeting Benchmark Assessments for End of Year Continue to administer classroom assessments and progress monitoring Monitor instruction to meet the needs of student population Share student success with stakeholders Invite families to school Send home Progress Reports with students documenting progress