Establishing Consensus:
Is there a compelling reason for reengineering the current system?
Leadership Series
11-4-09
LEGAL OR ADMINISTRATIVE MANDATESDoes the building have a mandate indicating compelling need for schoolwide reading framework?
- Administration (principal, central office) mandateto change the service delivery system or improve literacy through the School Improvement Plan (SIP)
- Legal mandates –
- Desire to Use RTI option for Special Education Eligibility for students with learning disabilities (IDEA 2004)
- Out of Compliance with special education and cited for corrective action
- Corrective action from AYP status
- Other
No
Unsure
STUDENT PERFORMANCE DATA ANALYSIS
Does the building have data showing there is a compelling need for schoolwide reading framework? Consider the below data. / Yes
No
Unsure
- What is the percentage of students at each grade level who are proficient in MEAP reading compared to the district and county averages? What are the trends at different grade levels over time (increasing, decreasing, steady)? Is this acceptable?
- What is the difference between MEAP reading proficiency in students with or without disabilities in you district? Is the gap acceptable? Does the gap indicate an issue with special education intervention? Consider which special education students take the MEAP in your district and talk about implications for your data.
- What are your district demographic variables? Are these similar to or different from neighboring districts? How does the district demographic data compare to your school? Do your demographic variables indicate higher needs? Are there trends that would impact curriculum, instruction and assessment?
- What are the enrollment trends over time? Are there noticeable changes that impact subgroups? How does it compare to other elementary schools in your district? Are there trends that would impact curriculum, instruction and assessment?
- What are the free and reduced lunch eligibility trends over time? Are your demographics changing? Are there trends that would impact curriculum, instruction and assessment?
- Of high incidence disabilities (LD, SLI) where does your district rank compared to the county average? Is there a relationship between these disability groups? Are you certifying too many kids compared to the county average?
- What does your schoolwide data indicate the level of achievement is for all students (i.e., DRA, MLPP testing, DIBELS testing, benchmark assessments)? Is this data similar to MEAP or different? Does this data indicate problems with student achievement for all students or subgroups?
Team summary statement of the evidence used which indicates a compelling need: