Data to Inform Instruction
Through Professional Learning Communities (PLCs) and structured team meetings, classroom teachers, reading specialists, interventionists, and administrators collaborate to discuss assessment outcomes. At the beginning of each academic year, teacher teams establish student achievement goals. Data is then used to track progress toward these annual goals and to facilitate discussions about instructional practices. A comprehensive review of data occurs quarterly, enabling educators to plan and adjust their strategies if the data indicates insufficient progress in student growth.
Data to Inform Individual Student Success
The strategic use of data emphasizes that no single assessment should define a student's experience at any stage of the literacy process. Instead, multiple sources of data, evidence, and information are collected and considered to foster continuous improvement in student growth. While more formal assessments are outlined here, educators also use various forms of evidence in the classroom to monitor progress. This includes, but is not limited to, daily exit tickets, informal classroom activities, lesson assessments, and professional observations.
Data Used for Targeted Intervention
Assessment data is used to design targeted interventions for students struggling with specific literacy skills. These interventions are implemented by classroom teachers, interventionists, and/or special education teachers. Progress monitoring is conducted weekly to assess the effectiveness of the interventions and ensure that students are making adequate progress.
Data in a Continuous Improvement Process
Data-driven decision-making ensures high-quality early literacy instruction for all students. To achieve this, literacy learning standards, instructional resources, assessments, and high-quality instruction are reviewed annually and formally revised and approved by the Board of Education every five years. Educational professionals, including classroom teachers, intervention specialists, administrators, and the literacy coach, participate in the literacy curriculum review at each stage of the process. Research and data analysis are conducted, goals are set, and student objectives are reviewed, revised, or established. Resources are assessed and updated as necessary, and instructional professional development is provided to educators. At the end of each school year, the district literacy coach/reading specialist compiles an annual report that includes a summary of assessment results, findings, and recommendations for improvement. For more information regarding the curriculum review process and to view academic standards, please click here.
Data to Determine Professional Development Needs
All classroom teachers, Title I reading teachers, interventionists, special education teachers, and administrators of students in kindergarten through third grade are trained in science-based early literacy instruction through a program called Language Essentials for Teachers of Reading and Spelling (LETRS). The Director of Teaching and Learning, in collaboration with the elementary literacy coach, uses assessment results, observations, and feedback to identify professional development needs in literacy, as well as ongoing coaching and support requirements.