ABSTRACT
By looking at all measures honestly, schools can identify common learning profiles and needs of students as well as research programs and processes that will enhance outcomes based on that profile. Using comprehensive schoolwide data analysis to develop and continuously inform Response to Intervention (RtI) processes will reduce the inequity that comes with relying on each teacher to determine when to provide interventions or when to request additional assistance. Demographic data show the leadership philosophy of the school, through indicators of which and how students are disciplined, referred for special education placement, advanced placement, gifted programs. A schoolwide self-assessment can provide an overview of where the staff believes the school is on the measures that make a difference for school improvement or RtI implementation. Student learning data include diagnostic assessments, classroom assessments, formative assessments, state/provincial assessments, and grades. School processes include curriculum, instruction and assessment strategies, discipline approaches, leadership, and programs.
