C.R. Riders of B 203

Questions

What data do you have or need to answer the questions?

What other data do you have or need to gather?

Demographics

• Enrollment by
  • Grade
  • Gender
  • Socio-economic status including free lunch and reduced lunch
  • Geographic zoning
  • First language
  • Migrant status
  • Special needs status (IEP—Individualized Education Plans—and 504 accommodations)
  • Diploma-level versus “certificate” students
• School choice records
• Extracurricular (club and athletic) participation
• Staff data by demographics, degree status, percent teaching in content area, DPAS II inventories, and salary
• Discipline statistics
  • OSS and ISS (out of school and in school suspensions)
  • After school detentions
  • Extended day program
  • Lunch detentions
• Tardy, excused, and unexcused absences for attendance records

• Could tracked staff demographics impact student achievement based on student demographics?
• How has demographic data impacted student achievement, over time?

Perceptions

• Middle States surveys and “Parent Advisory Team” data
• Performance and student reviews from JDG and other business cooperatives
• Annual C.R. Rider Pride Day (community program) reviews

• Are community perceptions accurate reflectors of staff effort?  …student ability?   …fiscal accountability?

Student Learning

• DSTP scores, longitudinal reports, and IIPs (Individual Improvement Plans)
• SAT and ACT scores
• AP test scores and course enrollment
• GPAs
• Grades
  • marking period
  • semester
  • quarterly exams
  • final exams
• Grade level promotion or retention
• Graduation rate
• Placement after high school (work force, military, two-year vs. four-year college/ university, etc.)
• Lexile scores in “recovery” programs (i.e., Read 180)
• Student success in “partner” programs
• Co-op success rates
• JDG success rates

• Can the intersection between demographics and student learning be explained?  Are improvements successful?  If not, how can the decision-making process be adapted to meet AYP and serve the needs of all stake holders?

School Processes

• Implementation of Learning Focused
• Encouraged staff participation in extracurricular activities
• Realization of standards-based grading initiatives
• Impact of Title I and early education initiatives
• Basic building budget

• Can educational leaders adapt their jobs to successfully implement more effective practices?
• How can teachers be included in effective school improvement without violating union policies?
• What is the most efficient way to gain staff, student, school board, and other stakeholder “buy in”?