ࡱ>  :bjbj΀ 7c2[%%%8]\D%848686868686868$:q=NZ8Z8o8v4848J3pV6PlI2%d4 88084=(r=4V6V6n=6\Z8Z88= : Category of DataActual School DataQuestions to Determine Root CausesPossible Root CausesInterventions to Address Root Causes Accountability (AYP) data Identification of the AYP targets the school missedWhy is the school not meeting the AYP targets? How does the school compare to the district and state? Has AYP been met in any areas by using confidence interval, averaging or safe harbor? Student participation rate on State assessment in reading/language arts and mathematics by grade and subgroupWhat does the school do to encourage students to be present on the days of testing? How does the school communication the importance of this to parents?  School improvement status and applicable sanctionsWhy does the school remain on improvement status? Has the school developed and implemented a workable strategic plan? How are the activities within the plan monitored for implantation and effectiveness of selected interventions? How is the school budget determined? How are the financial resources prioritized to meet the needs of the school? How much progress has been madeNumber of instructional days/minutes fulfilled annually (excluding days of instruction lost for inclement weather or other emergencies) Why were instructional days lost? Are there days within the school calendar that could have been utilized for instruction, but were not?   External trend data Student Demographics District and school poverty rates Mobility rate of students Readiness for School Indicators Number of pre-k centers and pre-k enrollment Are the health and human services available to support students and their families? What impacts the student mobility rate? Are students moving from within schools in the district or moving out of the district? Are transitions programs in place at each programmatic level and for students entering the school? How are the pre-k transition activities used to inform kindergarten teachers of the readiness levels of incoming students?Community demographics Mothers educational level Number of college graduates in the district Median age of district population Substance abuse Unemployment rate What impact do the mothers educational levels have on student achievement? Why is there a low percentage of college graduates in the district? How does the community view the school? Why and how is the community involved in the school? How are outside agencies involved at the school? Community resourcesWhat are health and social services available for students and families, including counselors, social workers and medical professionals? Does the community provide opportunities for adult education programs? Student achievement data Assessment Data Percentage of students at or above each performance level on State assessments in reading/language arts and mathematics by grade and subgroup Average scale scores on State assessments in reading/language arts and mathematics by grade, for the all students group, for each performance level and for each subgroupHow are students who are not achieving on State assessments identified? How does the school identify individual student needs? Why are students with disabilities not demonstrating proficiency in reading and mathematics? What intervention processes are in place to ensure that students educational needs are met in a timely manner? Are the measurable goals for achievement known by students, teachers and parents? What other performance based data is used to demonstrate proficiency?Percentage of limited English proficient students who attain English language proficiencyHow is the percentage of families who speak English as a second language affecting instructional modifications and communications with parents? Do school policies promote respect for diversity?Number of classes utilizing Acuity, Writing Road Map and techSteps and the benchmark results from these assessments Availability of current technology and degree to which technology is integrated into instruction Who uses technology as an instructional tool? What kinds of learning activities can be observed when technology is integrated into a lesson? How are teachers using the results of Acuity assessments to provide student intervention and change classroom instruction? How engaged were students when using technology? (e.g., developing a PP or sitting at a computer following a program) How proficient are teachers in both using and integrating technology within a lesson? Results of PLAN and EXPLORE assessments (if applicable)How are the results of these assessments being used? What programs are in place to assist students in enrolling in post secondary education? What percent of the students are accepted into the armed forces?Comparative gap analysis for all subgroups Math courses students completed in grades 9 and 10Why are some subgroups meeting performance standards and other s are not? Is a gap in achievement noted based on race or gender? If so, how many higher level math classes are the lower performing students taking? Which students are encouraged to enroll in higher level classes?Number of students failing reading and mathematics per grade levelWhy are students failing in these two core subjects? What instructional strategies are being utilized? Is there evidence of formative assessment processes to inform and guide instruction?Grade distribution per teacher (i.e., % of A, B, C, D and F)Why do students succeed in some classes over other classes? What administrative measures are taken to address teacher who have a high percentage of students with Ds and Fs? What type of feedback do student receive on assignments-evaluative or descriptive? For what assignments do students receive a grade? What is the schools grading policy? What is the schools homework policy? How does homework impact achievement results for the grading period?  Other Student Outcome Data Dropout ratesWhy are students dropping out of school? What preventive measures are in place to support students to stay in school? What early indicators are consistent in students who drop out?Attendance average daily rate per school and the % of students who attend school 80% of the time or lessWhy is attendance a problem for some students and not others? What has been done to address students with chronic attendance problems? Are there health issues interfering with individual student attendance? How does the schools attendance incentive program encourage students to come to school? Why do the students not want to attend school? # of students receiving at least one out-of-school suspensionWhat is the most common reason for out of school suspensions? Are there personal conflicts interfering with individual students learning?Student enrollment in the schoolHow does the student enrollment and grade configuration of the school impact instruction and discipline? What is the percentage of students identified as students with disabilities? What percentage of students are identified as gifted?Student-teacher relationshipsHow is respect for staff and students ensured? How does the administration deal with student/teacher conflicts? Does a teacher/student mentor program exist?Promotion/retention rates # of times a student has been retainedHow is retention determined? What correlation is there between students who have been retained one or more times and the dropout rate? Is there a correlation between the grade in which the student was retained and the dropout rate? Discipline referrals and reasons for office referralHow does the school discipline plan promote positive behavior? Is the school discipline plan implemented consistently and objectively? Why are students being referred to the office for disciplinary action? Are classroom rules and procedures consistent within the building? Discipline referrals by teacherWhat percentage of teachers refer students to the office for disciplinary action? Why are these students being excluded from the classroom? Has the administration ascertained if this is a teacher classroom management problem or a student disciplinary problem? How are students involved in developing classroom procedures and expectations? How does the school ensure all students have the necessary supplies? (paper, pencil) How is the teacher/student relationship affecting classroom discipline? Culture, Conditions and Practices Cultural Topology or Cultural Survey results conducted by the State System of Support (SSOS)How have the results of the cultural topology been utilized by the staff? Why does the staff say they are proud of the school?Current governance structure presence of engaged principals, teacher input into decision-making, the organization of teachers by teamsWhat evidence exists to indicate teachers have an active role in the school decisions? Is time provided within the work day for teachers to meet in collaborative teams? How often does collaborative planning occur with other teachers? What is done during these meetings? Are the meetings driven by an agenda? Number of administrators in the building, definition of roles, years of experience, specialized training and advanced degreesIs the principals viewed as a business manager, a disciplinarian or an instructional leader? How are the roles defined among the administrative staff? Does the principal permit distributed leadership? How does the administrator balance work responsibilities between management and instructional leadership?Parent training and support for families Degree of meaningful parent involvement and amount/frequency of communication with parentsHow do the parent training provided directly connect to classroom instruction? What is the amount and frequency of opportunities for parents to be involved in decision making activities? What is the frequency and quality of information distributed to parents? What modes of communication are utilized with parents? Instructional Practices Inventory conducted by the SSOSHow have the results of the IPI been utilized by the staff? How do instructional practices maximize student engagement?Use of standards-based instructional practices and formative assessmentsHave learning targets been established and formative assessments developed to align with the learning targets? What additional programs and/or materials are being utilized? How does the staff determine the academic effectiveness of these materials in relation to the time and money expended?Questionnaires or classroom observations completed by staff or external evaluators Results of classroom walkthroughsWhat evidence exists to demonstrate the teachers teach to the standards and not the textbook? How are the results of classroom walkthroughs utilized to change instructional practice?Highly Qualified Teacher DataAre the most highly qualified and highly trained staff members assigned to work with the most at risk students? If not, why?Use of professional and paraprofessional staff to support studentsWhat role does the support staff play in providing additional support for student success?Number of content and programs specialists (e.g., counselors, health staff and social workers)What determines which students are referred to program specialists?Teacher average monthly attendance ratesHow is teacher attendance affecting student achievement? How does teacher employment satisfaction affect the number of days a teacher is absent? How substitutes are selected for long term substitute positions?Sustained, research based school professional development plan based on individual school needsHow is the school based professional development directly linked to the schools goals and objectives? Have the teachers identified areas where individual assistance may be required? How is it ensured that both principals and teachers receive the same professional development training? How do principals monitor the implementation of instructional strategies/practices learned in professional development sessions? How is professional development differentiated to meet individual teacher needs? How does a teacher mentoring program provide support to new teachers or teachers who are new to the building? Are the professional development sessions voluntary or mandatory? What percentage of teachers participate in voluntary sessions? How is the professional development embedded into the day to day routine of the staff? Who provides the professional development? (SEA staff, LEA staff, higher ed, outside consultants) How does the school/district ensure follow-up sessions are provided for sustainability?     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