Data-Driven Sample Clauses

Data-Driven. XXXX Xxxxxxxx will prioritize creating systems to assess and track students’ progress. Academic data points will include STEP literacy tests, math diagnostics, technology-based assessments, unit assessments, and other regular checks for knowledge, skills, and understanding. In addition to academic data, the school will track attendance, parent engagement, and discipline. KIPP Columubs will use a central data integration system (e.g., Learning Circles) to have consistent access to a full picture of each student’s progress and achievement. All teachers in our school will be able to tell the up-to-date data story (e.g., academics, attendance, family dynamics, character growth) for each child in their class. All students will also possess a deep understanding of their data stories. They will know their strengths, areas of growth, and how they are working to improve each day. The school 1 Cycle of Inquiry courtesy of Reynoldsburg City Schools will implement mechanisms to communicate students’ data stories with their families and to ensure that staff, students, and families are all aligned in their collective efforts.

Data-Driven. All instructional decisions will be anchored in student data. Teachers will begin by using diagnostic and beginning-of-year assessment data to adjust pacing guides and differentiate instruction. During lesson planning, teachers identify formal (daily or weekly assessments) and informal ways (checking for understanding through observation or hand signals) to collect data about student understanding; teachers use this data to adjust scaffolds, pacing, and student grouping. Teachers analyze student data during grade-level meetings and professional development to inform practice. The School Leader will meet regularly with the assistant school director and instructional coach to analyze student data and use it to drive observations, feedback, and teacher development.

Data-Driven. All instructional decisions will be anchored in student data and will be responsive to students’ needs. Teachers will use diagnostic data from the beginning of the year to adjust their long-term plans and bridge the gap from where students are to where they need to be by the end of the year. Following each interim assessment, teachers will analyze data to determine what adjustments need to be made to their long-term plans (eg, what skills to re-teach, which students require remediation or small group intervention).