STATE OF THE SCHOOL

EDL 275 FBLA

 HIGH SCHOOL BUILDING GOAL

STUDENT ACHIEVEMENT WILL I N C R E A S E because STUDENTS ARE

as a result of ESTABLISHING
8

positive ADULT/STUDENT relationships,

INTENTIONALLY designing DIFFERENTIATED INSTRUCTION,
and building collective teacher efficacy.
PRIMARY COMPONENTS OF BUILDING
GOAL
•  Student Achievement
•  Student Engagement
•  Adult/Student Relationships
•  Differentiated Instruction
•  Collective Teacher Efficacy
•  While this is an essential part of our work, we currently do
not have data regarding teacher efficacy
 WHY EXAMINE DATA?

•  Objectively monitors our progress toward our

building goal
•  Illuminates successes, trends, and areas in need of
additional focus
•  These observations are particularly useful with the start of a
new year quickly approaching
•  Informs us as to which instructional and personal
decisions will have the highest leverage in
maximizing our time and work with students
STUDENT ACHIEVEMENT
STUDENT ACHIEVEMENT
STUDENT ACHIEVEMENT
 STUDENT ACHIEVEMENT

•  While the achievement rates are worth celebrating,

it is vital to be mindful of patterns
• 
 STUDENT ENGAGEMENT

•  We must engage students to create meaningful

learning experiences

•  When asked, 97.1% of students were able to

communicate the learning target for class
•  226 students were asked during last year’s walkthroughs
•  A clear purpose promotes clearer learning
WHAT ARE WE DOING TO ENGAGE
STUDENTS?
HOW ARE WE ENGAGING STUDENTS?
ADULT/STUDENT RELATIONSHIPS

•  What do positive relationships look like?

•  What are indicators of positive relationships in our
classrooms?
INDICATORS OF POSITIVE RELATIONSHIPS
ADULT/STUDENT RELATIONSHIPS

•  On a survey, students were asked, “In general, do

you enjoy your experience at high school?”
•  Fall – 90.6%
•  Winter – 81.3%
•  Considering the last slide showed growth in every
indicator of positive adult/student relationships, why
did this number drop?
•  How can we ensure students are maintaining a
positive experience throughout the school year?
•  This will be a focal point throughout the year
DIFFERENTIATED INSTRUCTION
HOW ARE WE DIFFERENTIATING?
 NEXT STEPS

•  We must address the declining achievement of our older

students
•  Climate and culture issues within the building
•  Utilize PLCs
•  Focus on effective strategies and differentiation in PD
•  Teacher leaders

•  Improve the overall experience of our students

throughout the year
•  Maintain positive relationships, even when it’s tough
•  Remember your “why”
•  Do not forget to teach the student, not the content

•  Comments, questions, or feedback?