Critical Action 5: Collect and Use Meaningful Data

• Outlines a clear plan for sharing a variety of program information data (i.e., dropouts, advanced course enrollment and performance, licensure of teachers delivering instruction, etc.) with multiple stakeholder groups to inform program improvement efforts. • Collaborates with the Accountability Department and Instructional Support personnel to utilize data to meet the needs of all students, including those in underrepresented populations by: - Implementing the Composer Program at select Title 1 schools, to provide instructional services for students in grades 2 – 5 from underrepresented populations, especially culturally/ethnically diverse, English as a second language (ESL) and economically disadvantaged. In the past several years, 22% of students served through the Composer program later met the district criteria for AIG identification. - Monitoring and responding to ongoing assessment data by formulating flexible groups which include students identified as AIG and/ or in the top 10% of the grade level for additional classroom differentiation. *

• Outlines clear guidance and expectations to support flexible grouping practices for gifted and other high ability learners. • Utilizes trend data to group non-identified high ability reading and/or math students within the advanced content classes. • Includes trend data from a variety of sources, such as nationally-normed aptitude assessments, statewide achievement tests (formative and summative), district benchmarks, and school/classroom based performance assessments. *

• Conducts conferences with AIG students and families to devise strategies that may help the student achieve success when AIG students are at risk of dropping out. • Utilizes data to inform decisions around the learning environment, instructional strategies, and professional development needs through a collaborative approach between AIG and other district personnel.*

• Implements system-wide “Plan, Do, Study, Act” (PDSA) process and continuous improvement model to ensure teachers review and reflect on ongoing student data by: - Requiring pre-test and formative assessments to progress monitor and guide the PDSA process and daily instruction; - Providing curriculum maps for all teachers to include suggestions on differentiated content; and - Analyzing various data points across many program areas to measure success of AIG students, paying close attention to the performance of underserved populations as well as disproportionality issues. *

• Monitors the local AIG plan implementation through the requirement of individual school plans developed and submitted annually by instructional coaches. All six NC AIG Program Standards are listed along with data to be analyzed and submitted for each. *

• Uses an inclusive and collaborative team(s) to analyze data regarding subgroup representation and develops strategies to appropriately respond to data trends. • Develops and implements targeted strategies, such as the use of subgroup norms, artifacts and talent development data included in portfolios, and revised use of aptitude scores in the identification process. *

• Gathers and analyzes student data as an AIG team to inform district program implementation and intentional school support. • Determines a professional development focus for the LEA and each school site based on analysis of AIG student data and trends, such as AIG English Learner student growth data in the area of English Language Arts. *

• Shares quarterly progress reports and conducts a yearly review with parents/guardians when a plan for the next year is created. • Includes review of high school students’ semester grades and performance to determine appropriate supports and guidance. • Utilizes AIG teacher growth data at the individual school level to guide decisions regarding the use of specific differentiation strategies. • Initiates a student advisory group which meets at least twice a year to discuss ways to improve the gifted program. *