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Standard 5: Using Results for Continuous Improvement

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.

East Gadsden High School establishes and implements a comprehensive assessment system aligned with the system's expectations for student learning that yields quarterly information which is reliable, valid, and bias free. Our school is continually striving to provide quality education for all students since our belief is that all children can learn. Our vision and goal is reflected through continuous improvement as measured through a comprehensive assessment system at all levels (9-12).

5.1 All teachers are provided assessment calendars, and student performance records to record and verify the date the standards and benchmarks are taught and mastered. The calendars and performance standards are used to guide teachers and support programs toward targeting instruction to specific standards and benchmarks not mastered. All teachers perform student-teacher data chats as well as have teacher-principal data chats . East Gadsden High School has also developed an on-going system for tracking instructional expectations developed through each nineweek assessment period. District developed tests (on Performance Matters Assessment System) are based on the competencies and objectives taught during the grading period time frame are used to provide comprehensive district standards and an overview of student mastery.

5.4 The district and school level expectations are based on the performance levels of the National Sunshine State Standards by the Florida Department of Education. Student achievement is assessed with school administered tests as well as the state required tests. The results of the state, district and school assessments are utilized to make data informed decisions that will ultimately improve instruction and student achievement. Analysis of the instructional and organizational effectiveness, provide information essential in the development of a school that has student learning as its primary focus. The review of our data analysis results is ongoing and accomplished through department/grade level meetings and school-wide inservice training days as we strive to maintain high expectations for student achievement.

5.2, 5.3 East Gadsden collects, analyzes, and reports data to stakeholders and the district on a regular basis. The school provides numerous activities that promote collaboration and feedback for improvement in instructional practices and student performance. Schoolwide grade level meetings and inservice training days are scheduled monthly for the purpose of analyzing data and formulating future instructional plans. The FCAT 2.0 Reading 2011-2012 data revealed growth with a more rigorous curriculum. The test data results were used to guide the school improvement plan. The performance data also influence the instructional decision in the purchase of new supplemental researchedbased classroom materials.

5.5 East Gadsden is committed to providing all stakeholders with accurate, timely and complete information about student achievement and performance. Teachers inform students of their own academic progress by providing them with individual instructional feedback. Parents receive detailed information about the academic performance of their student through performance records, student report cards and conferences with teachers, counselors, principals and other personnel. The school reviews student performance data. This data is collected to assist in making informed educational decisions. School Leadership Team and Departmental meetings are held at the beginning of each school year to assess the previous spring FCAT test scores. The tests are analyzed to collect data on proficiency levels, as well as the number of items correctly answered for each competency and percent of students with correct response. This enables teachers to focus on instructional strategies to improve student learning, in the areas of particular weaknesses in the instructional goals that are defined in the School Improvement Plan.