Standard 5: Using Results for Continuous Improvement
Standard 5: The
school implements a comprehensive assessment system that generates
a range of data about student learning and school effectiveness and
uses the results to guide continuous improvement.
5.1 Stewart Street's culture is one
that establishes and maintains a clearly defined and comprehensive
assessment system. Evidence of this is shown through various
assessment tools utilized by educators to measure student
achievement and as a means of progress monitoring instruments in
order to make data driven decisions for enhancing instruction.
Standardized tests such as FCAT 2.0, FAA, and FAIR ensure
consistent measurement across all classrooms and courses.
Assessments designed and utilized in the adopted core curriculum
programs such as Imagine It Reading, Interactive Science, and Go
Math for Florida, provide various forms of assessments to ensure
reliability and eliminate biases. As a result, educators are able
to create tests which support the individual learning style of each
student. The school regularly evaluates test and data to focus on
student achievement and support for continuous learning.
5.2 SSES uses systematic processes
and procedures for collecting, analyzing, and applying data from
all data sources. This data is then documented and used
consistently by the entire professional and support staff. In an
effort to form a consistent and cohesive learning community, the
administration provides several learning activities that promote
collaboration and feedback for the improvement of best practices
and student performance. Weekly school-wide grade level meetings
(with support staff present) and in-service training days are
scheduled with the purpose of analyzing data and allowing it to
"drive instruction". In addition to the use of data to "drive
instruction", all school personnel must evaluate continuous
improvement plans to improve student learning as it pertains to the
preparation of the Common Core Standards in 2014. In an effort to
get ahead of the change in curriculum, we have used data from FCAT
Reading and Math (2011-2012) and found that a school curriculum
with more focus on higher level thinking domains (analytical,
synthesis, and problem solving) showed more growth than years when
the lessons weren't as rigorous. Therefore, the test data results
were used to guide the school's improvement plan.
5.3 Our culture is in alignment
with professional and support staff training. Evidence of this is
shown through training materials specific to evaluation,
interpretation, and use of data from individualized professional
development programs. Sign-in sheets at various trainings from
district and school will be documented.
5.4 Our policies and procedures
clearly define and describe a process for analyzing data that
determines verifiable improvement in student learning and readiness
for middle school and adolescence. Our academic performance as a
whole over the last three years indicate significant improvements
in student learning even though we dropped one Adequate Yearly
Progress letter grade in 2012. Our school's personnel
systematically and consistently analyze a variety of academic data
in three year increments to design, plan, implement and evaluate
the results of our educational programming. We work year in and
year out to improve teaching and learning in every classroom at
Stewart Street Elementary School. Our entire administration,
faculty and staff consistently and continuously work together to
ensure that our students are academically and socially prepared to
be successful in middle school and beyond.
5.5 School leaders communicate data
to leaders on a weekly basis. The data is shared in weekly faculty
meetings and during grade group meetings. As a team, strategies are
shared so that all students have an opportunity for academic
success. Parents are also informed about students' performance
through email, online grade books, progress reports and
parent-teacher conferences. Data is also analyzed to determine the
area of refinement that has been defined in the School Improvement
Plan. Various strategies are put in place to reinforce the
refinements.