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Principals present 'school profile' data linking collective responsibility and student growth
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Summary
District leaders and nine elementary principals presented a new multi-measure 'school profile' that pairs growth percentiles, proficiency and climate measures; presenters said stronger teacher collective responsibility and sense of belonging aligned with higher year-over-year growth at several schools.
A district presenter and elementary principals showed board members a multi-measure “school profile” during the April 15 curriculum and technology committee meeting, arguing the profiles reveal why some schools post stronger year‑over‑year growth than others.
The presentation combined state IAR proficiency, student growth percentiles, teacher-reported collective responsibility (from the 5 Essentials), a Panorama sense-of-belonging measure, discipline incidents and demographic indicators. “We are 18 strong, but we are 18 wide,” the presenter said, urging use of the profiles as a reflective tool for building‑level professional learning communities.
Why it matters: Staff said relying only on proficiency masks important differences in how schools achieve — the profiles are meant to surface strategies that could be shared districtwide. Finance and staffing changes on the horizon prompted the district to show a broader set of metrics that administrators said better explain differences between buildings.
Principals described local practices tied to growth. Tyler Haman, Creekside principal, said a strong sense of belonging helped students “access learning” and boost growth: “Our motto is ‘where everyone belongs,’ and that sense lets us meet students’ basic needs so they can learn.” Scott Winters highlighted interventions targeting students who enter behind grade level, noting his school deploys interventions “to almost every student” rather than only a few targeted pupils.
A presentation slide showed student growth percentiles (50 = average growth statewide) and highlighted Creekside, Walker’s Grove, Lincoln and Lakewood Falls as schools with multiple areas above the 50 mark. A district presenter said those patterns indicate higher growth is not accidental but often accompanied by “collective responsibility” among staff.
Board members and principals discussed next steps: principals said they have shared profiles with their building leadership teams and used them at SIP days to set school improvement goals. One board member asked whether the district could overlay profiles across years; the presenter said that will be considered in October when data from additional years are available.
The presenter and principals emphasized the tool is descriptive, not prescriptive: it is intended to start conversations about what works and where to focus supports. The committee did not take action on the profiles; staff said the visuals will be used in ongoing PLC work and future monitoring.
