This culture begins with the principal, who speaks fluently of the specific ELA/math skill strengths and challenges of grade levels, of intervention groups, and even of individual students. The principal and most teachers referred regularly to CST and OUSD Benchmark performance as they discussed both what the students’ needs were and why they were struggling. Teachers also described their use of classroom formative assessments and certain checks for understanding to understand student needs. The principal, the computer lab coordinator, and individual teachers also use data about student performance from the computer-based “SuccessMaker” (Pearson Digital Learning) program to identify student needs.
Using the data discussed above, the principal, the lab coordinator, and the teachers coordinate to refer students to needed supports, whether it is differentiated learning opportunities in their core classroom, the SuccessMaker program, the tutoring resources, or the after-school program.
Using the data discussed above, the principal, the lab coordinator, and the teachers coordinate to refer students to needed supports, whether it is differentiated learning opportunities in their core classroom, the SuccessMaker program, the tutoring resources, or the after-school program.