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[Sandi Massey] Our mission here
is developing leaders, college-ready.
We know not every kid is
going to choose college,
but the idea is that we get them ready
so that the choice is theirs.
They decide if they want
to go to college or not,
not because they can't get in.
Our mentality is you can do it
because we're preparing you.
Now you just choose what life
is after college for you.
But the right life that
leads to higher education
in one way or another.
>> Things that we've been
implementing instructionally
that in the first few
years here is a big push
on using data to drive our
small group instruction.
Because before we were using data,
but it really wasn't purposeful at all.
We were looking at low
TEKS, so we were saying,
yeah, we definitely need to reteach that.
But there was no system
or protocol in place
to actually make real
change and to track students
and see if we are holding
ourselves accountable
as instructors.
>> Sandi: So the way that
we're using information
that we're getting back, like
demonstrations of learning,
or mini assessments or common assessments
or end of course exams, no
matter what the data is,
we use it as often as possible.
Teachers have gone from
being compliant to using data
to developing and creating data
that I haven't even seen before.
I walk into a Professional
Learning Community
and I'm seeing them
like, "we took our kids,
"it's by SE in every
question and then we found
"the misconceptions in these questions".
And they're showing me the questions
and why the kids had a wrong answer
and what they're going to do to change it.
They're taking data to a
completely different level
as they see results.
>> So every day when my team meets
we talk through how the lesson went.
We talk through what were the pitfalls
just when giving the instructions
or things that we think we did really well
and then we tie that back into,
how did students do on their
demonstration of learning,
which is an exit ticket
that they take every day.
>> Something that we do
in class that helps us
learn where we are academically is DOLs,
or sometimes exams, like pop quizzes.
They they help the
teacher know where we are
because the way we answer the tests
reflects on what we've learned.
>> Within our PLC calendar
we incorporate data review
and it looks different.
So, after each six weeks, for example,
we do a common assessment
and after the end
of the six weeks, the first week.
Our PLC is strictly on data.
So, for four days our
teachers analyze the data,
they actually look at
student's misconceptions,
they look at each other's data,
they compare students.
Even the students that academically
got the highest scores,
but didn't get 100, what were
some of those misconceptions
and through the analysis
of those misconceptions
they talk about how they're
going to re-teach it.
>> And so it's amazing to
see our kids transition
from things that they
don't think are possible,
to thinking anything is possible!
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