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Collaborative, data-driven processes for monitoring learner progress and ongoing reflection and iteration ensure that appropriate interventions occur for every learner and that school-wide processes, systems, and learning experiences continuously improve.
Collaborative, data-driven processes for monitoring learner progress and ongoing reflection and iteration ensure that appropriate interventions occur for every learner and that school-wide processes, systems, and learning experiences continuously improve.
a. Clear goals and metrics are used to monitor every learner's progress, ensuring both a commitment to equity and a commitment to providing interventions for learners when needed, with particular emphasis on learners with defined learning needs.
b. Educators and site leaders collect, review, and make meaning of quantitative and qualitative data through consistent data practices, including deliberately looking at sub-groups through an equity lens.
c. Faculty share responsibility for problem-solving toward the vision and structures, and norms are in place to create space for regular reflection, mutual feedback, and alignment. (See also Conducive Culture C.)
d. Data trends are used with and for learners (and their families/caregivers) to inform changes to learning plans (e.g., customized learning and intervention plans, especially for learners with defined learning needs), with educators to shift instructional practices, and to manage and continuously improve sites more broadly.
e. The site has a transparent process for sharing key metrics and changes with relevant school and system-level stakeholders on a regular basis.
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