As an Instructional Leadership team, we dug into the past three year's of our School Performance Framework, CMAS data, and IReady data to identify trends across our systems, and one area where we all landed was that we are not meeting the needs of our students on IEPs.
Based on current IReady and previous years' CMAS data, it was discovered that our students on IEPs who are above GL and multiple years below GL are not growing or meeting proficiency at the same rate(s) as their peers. Therefore, we view this as an area on which we can focus for our first semester. Our findings indicate a need for focused monitoring systems unique to each standard and curricular resource. With these added supports from an instructional planning perspective, students will have more tools to craft growth goals, create a plan to meet those goals, and understand how to self check for understanding and if they are meeting the learning objectives as they relate to the standard(s). This will increase their ability to own their learning and set realistic goals, see themselves in the work, and gain a sense of confidence about who they are as learners. Our goals are to create independent students who have the tools to be successful in any aspect of school and life. Our work around progress monitoring and executive functioning will both support teachers in their intentionality around planning and also support students in increasing their awareness of who they are and where they are in relation to their grade level standards.