reading success network, southern california comprehensive

Reading Success Network, Southern California Comprehensive Assistance Center

Outcome Data

Demographic Data

Process Data


The school's standardized test

scores are just one indicator of

student progress and learning

The teachers use their grade-level

benchmark tests to identify strengths and weaknesses in student progress.

The school spends time analyzing and

considering the promotion/retention as well as redesignation rates of their student

population.

The teachers identify how many and which

students at their school have been referred to extended day tutoring

programs and/or summer school.


This type of data is not limited to academic achievement, but

can also refer to discipline referrals and suspension rates.

This data can also include comparative information such

as internal and external subgroups, matched scores,

and standards.

The teachers analyze report card grades of

their students and compare the grades to other assessment data after each trimester.

This data must be at the center of

decision-making process in schools

and districts.

This type of data leads to effective decisions

about curriculum instruction, assessment,

budget, personnel, organization.


Teachers are aware of who their English

Learners are and keep their proficiency levels in mind when planning

and conducting lessons.

The school personnel consider high poverty

indicators such as free/reduced lunch or

AFDC status as one piece of data when deciding upon

programs to offer students.

The school uses data such as attendance,

tardiness, reasons for absence, mobility rate, etc. to make decisions about

students.

The school uses ethnicity, primary language, and

gender to make purposeful decisions about students and to

check the progress within each subgroup.


This type of data helps us understand our students'

achievement. It should not, however, be used as a reason or excuse for

either negative or positive achievement.

This type of data helps us to effectively address the

variables which affect student learning, yet are

out of our control. It should only be used if it

will help improve teaching and learning.

The expectations that teachers have for their

students are examined as useful data, including

consistency, communication, and application of these

expectations for each student.

Collection of this type of data includes the examination of the

quantity and quality of resources, professional

development, and parental involvement

opportunities.


Staff spend time gathering and analyzing

data which indicates how consistent the

curricular and instructional approaches are across and between

grade levels.

Teachers have regular discussions about how instructional time is allotted for various

specified skill building, including the practice

and applications of those skills.

The principal engages the staff in analyzing the alignment between the content standards, the

selected assessment, the curriculum used, and the employed instructional

practices.

The staff studies and makes decisions about the organization of the instructional day, the teaching assignments,

and student disbursement based on

other types of data.


Careful examination is given to the staffing at the

school site based on the needs of students. The most experienced and

effective teachers are given the neediest students whenever possible.

This type of data reflects the school's capacity and efforts

to respond to the varying needs of the

students.

This type of data refers to what

happens to children when they come to

school.

This type of data helps us to understand why students are successful

or unsuccessful.


The school's standardized test

scores are just one indicator of

student progress and learning

The teachers use their grade-level

benchmark tests to identify strengths and weaknesses in student progress.

The school spends time analyzing and

considering the promotion/retention as well as redesignation rates of their student

population.

The teachers identify how many and which

students at their school have been referred to extended day tutoring

programs and/or summer school.

OUTCOME

OUTCOME

OUTCOME

OUTCOME


This type of data is not limited to academic achievement, but

can also refer to discipline referrals and suspension rates.

This data can also include comparative information such

as internal and external subgroups, matched scores,

and standards.

The teachers analyze report card grades of

their students and compare the grades to other assessment data after each trimester.

This data must be at the center of

decision-making process in schools

and districts.

This type of data leads to effective decisions

about curriculum instruction, assessment,

budget, personnel, organization.

OUTCOME

OUTCOME

OUTCOME

OUTCOME


Teachers are aware of who their English

Learners are and keep their proficiency levels in mind when planning

and conducting lessons.

The school personnel consider high poverty

indicators such as free/reduced lunch or

AFDC status as one piece of data when deciding upon

programs to offer students.

The school uses data such as attendance,

tardiness, reasons for absence, mobility rate, etc. to make decisions about

students.

The school uses ethnicity, primary language, and

gender to make purposeful decisions about students and to

check the progress within each subgroup.

DEMOGRAPHIC

DEMOGRAPHIC

DEMOGRAPHIC

DEMOGRAPHIC


This type of data helps us understand our students'

achievement. It should not, however, be used as a reason or excuse for

either negative or positive achievement.

This type of data helps us to effectively address the

variables which affect student learning, yet are

out of our control. It should only be used if it

will help improve teaching and learning.

The expectations that teachers have for their

students are examined as useful data, including

consistency, communication, and application of these

expectations for each student.

Collection of this type of data includes the examination of the

quantity and quality of resources, professional

development, and parental involvement

opportunities.

DEMOGRAPHIC

DEMOGRAPHIC

DEMOGRAPHIC

DEMOGRAPHIC


Staff spend time gathering and analyzing

data which indicates how consistent the

curricular and instructional approaches are across and between

grade levels.

Teachers have regular discussions about how instructional time is allotted for various

specified skill building, including the practice

and applications of those skills.

The principal engages the staff in analyzing the alignment between the content standards, the

selected assessment, the curriculum used, and the employed instructional

practices.

The staff studies and makes decisions about the organization of the instructional day, the teaching assignments,

and student disbursement based on

other types of data.

PROCESS

PROCESS

PROCESS

PROCESS


Careful examination is given to the staffing at the

school site based on the needs of students. The most experienced and

effective teachers are given the neediest students whenever possible.

This type of data reflects the school's capacity and efforts

to respond to the varying needs of the

students.

This type of data refers to what

happens to children when they come to

school.

This type of data helps us to understand why students are successful

or unsuccessful.

PROCESS

PROCESS

PROCESS

PROCESS

reading success network, southern california comprehensive

Education