4.2 Data-Informed Continuous Improvement

Self-Assessment: Model

Progress Rubric Look-Fors: Multiple and varied sources of data for tracking/measuring the strategies and outcomes of the STEM Education Plan (e.g. student performance data, classroom observation data, web analytics, student participation tracking, teacher participation tracking, survey data, test scores, interviews, etc.) are being collected and analyzed.

Based on results of ongoing data collection, the STEM Education Plan activities and/or near-term outcomes are adjusted at least annually to continuously improve the school's performance (e.g., adjusting professional development offerings, changing schedules, acquiring new materials, increasing goals for student participation in STEM clubs, accelerating goals for student learning/growth, etc).

A school culture exists in which faculty, administrators, students, and school stakeholders understand and agree that measures of student learning/growth are important, in addition to measures of student achievement.

School leadership consistently prioritizes and supports with dedicated resources the use of teacher-created formative and summative assessments to measure student learning/growth throughout the year.

Wellcome Middle School uses a comprehensive system of multiple and varied data sources to continuously track, measure, and refine the strategies and outcomes outlined in the STEM Education Plan. These data sources provide insight into student learning, engagement, schoolwide culture, and the effectiveness of STEM implementation. Key measures include state and district performance data, student participation metrics, climate and perception surveys, qualitative feedback, and teacher-created assessments. Primary sources include:

NC School Report Card and EOG performance data
i-Ready diagnostic and progress monitoring reports
Wellcome Climate Surveys for students, staff, and families
Wellcome Middle School administrative walkthroughs
Targeted STEM-specific walkthroughs and observation tools
Common Formative Assessments (CFAs) created and analyzed in PLCs
District Common Assessments (DCAs)
PLC data tracking sheets and reflection protocols

These data sets are collected, reviewed, and analyzed throughout the year by the STEM/AVID Team, PLCs, the School Improvement Team, and the administrative team. Trends and findings directly inform adjustments to STEM strategies, professional development priorities, school scheduling, acquisition of instructional materials, and participation goals for STEM clubs, competitions, and enrichment opportunities. As a result, the STEM Education Plan is updated at least annually to ensure continued alignment to student needs and schoolwide goals, and to advance progress toward the five Overarching Principles of the NC STEM School Progress Rubric.

School leadership consistently supports teachers in designing and using high-quality formative and summative assessments to measure student learning and growth across the year. Dedicated resources provided to staff include:

All In Learning/Mastery Connect for rapid checks for understanding and data analytics
SchoolNet for assessment creation and progress monitoring
NewsELA for leveled literacy integration in STEM lessons
BrainPOP and Flocabulary for content-specific formative assessments and concept reinforcement
Study Island for additional practice and concept reinforcement

These tools empower teachers to assess student mastery in real time, adjust instruction, and contribute meaningful data to schoolwide decision-making processes. Through this ongoing, data-driven approach, Wellcome Middle School ensures continuous improvement of STEM programming, sustained student growth, and a responsive, high-quality STEM learning environment.

Wellcome Middle uses multiple and varied sources of data to measure the indicators outlined in the STEM Education Plan. The data sources include: