Access+Data


 * Climate Data**

Based on the climate data it could be reasonable to conclude...
 * Improvement is needed between administration/staff and school/home communications.
 * School collected data should be used to support data driven instruction.
 * Data driven instruction should be used to support curriculum alignment; identifying what teachers are going to teach, to promote curriculum mapping; identifying when teachers are going to teach the curriculum, curriculum benchmarking by finding out if student’s learned the curriculum and finally differentiation; identifying what teaching methods would be best for each student. Understanding the concepts of data driven instruction along with current research and best practices should be used to guide instruction and improve student achievement. The school leadership needs to ensure that students are engaged in relevant and meaningful instruction that will results in every student achieving.







Suggestions: Strategies for improving attendance and home/school communications would apply and benefit all other sub­groups as well.
 * Data Gap 1**
 * increasing number of students in the FARM category
 * a decrease in attendance, graduation rate and dropout rate in the FARM students.
 * This may coincide with the problems seen in the home/school communications issues indicated by the climate data.
 * The school needs to find ways to involve parents/guardians more in the educating of their children. This will have an impact on attendance ­ thus also an impact on the improvement of test scores, graduation rate and drop out rate.


 * Data Gap 2**

Suggestion:
 * instructional gaps in both Math and English/Reading HSA scores, English has the greatest area of need with 90.0% overall proficiency however, the proficiency rates for African American are 72%, FARM are 73.3%, Special Ed are 65.3% and Limited English Proficient are 77.8%.
 * focus on English/Reading as the instructional goal particularly for the sub­groups of Special Ed, FARM, African American and LEP.