Success for All partners with school leadership to establish a schoolwide improvement process designed to increase student performance. This process involves setting goals and identifying leverage points for strengthening the implementation of Success for All. Classroom assessments and quarterly benchmark data are used to measure progress and celebrate student success. To support school leaders in making this a reality, SFA offers the following leadership structures and resources:
Leading for Success
Leading for Success mobilizes the leadership team and Success Network to align all possible resources and systems toward creating an effective and continuously improving Success for All school. Click here to find out more about Leading for Success.
Quarterly Data Reviews
Data collection and record-keeping is ongoing. Each quarter, a formal data review fulfills an integral part of Success for All’s Goal-Focused Implementation Process. The review involves all the school's systems through the Success Network with a primary focus on identifying results and progress related to the school's goals and student achievement as recorded on the achievement plan. Follow-up includes identifying the next steps for continuous improvement and revising the achievement plan accordingly. This includes actions that are assigned to the leadership team, schoolwide solutions teams, and component teams. This process provides the information for the cross-grade regrouping of students.
Data Tools and Reports
Data tools in the Member Center guide the collection and record-keeping of classroom data. This data results in summary reports that are used for diagnostic instructional planning, implementation evaluation, and the monitoring of student and class progress and goal-focused schoolwide continuous improvement. Click here to find out more about Member Center and the data tools available.
In Success for All schools, all teachers teach reading for ninety minutes at the same time each day. During this time, students move to reading classes in which every student is reading at one instructional level. Students are grouped across grades and across classes because increased teacher-led instructional time and reduced seatwork increases students’ progress in developing reading skills. Each grading period, students are placed in reading classes at their instructional levels. Most students move to new reading levels every quarter, and many students who start at low reading levels catch up to grade-level performance within a year.
Key Features of Cross-Grade Regrouping
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