The School Team does not Have Evidence of Practices That Lead to Positive Results

The School Team does not Have Evidence of Practices That Lead to Positive Results

The Kensington State school has been working on the SIP and the team has had many professional development meetings to improve results and student success. Teachers are on board with the plan of action and understand their role in the school improvement priorities. The school leadership team have discussed the importance of tracking behaviours and attendance and recording it in the school-wide expectations matrix. 

Within a few weeks, however, the leadership team have noticed that the matrix is not being populated consistently and they are struggling to collect enough reliable data to show the school’s progress. It becomes difficult to share the progress with parents and students. 

The school leaders decide to approach teachers individually to discuss the reason why the data is not being populated in the system. They also conduct more classroom observations to be able to collect anecdotal data to share at the next behaviour management team meeting. 

The summary of the available datasets are shared and made available. The facilitator reinforces the expectations and responsibilities of all team members in the data collection process. Team roles are realigned and refined during the meeting to ensure all teachers understand the importance of their roles. Weekly reminders are scheduled and reinforced regularly through team leaders.  

At the following monthly meeting, the leadership team is able to share more accurate data and celebrate the successes with parents and students.