District adopts common language on implementation, leading and lagging data
Summary
Data lead Miss Wells outlined a district framework that pairs classroom implementation checks with early (leading) indicators and end‑of‑year (lagging) outcomes; the board heard a 4‑step MTSS protocol and plans for classroom walkthroughs and MAP timing.
Miss Wells presented the district's approach to using three data types to drive instruction: implementation (are the practices occurring?), leading indicators (early evidence students are learning) and lagging indicators (end‑of‑year outcomes). "Leading data gives us an early look at whether students are learning, like, right now," Wells said, urging principals and instructional coaches to treat MAP and formative checks as tools for just‑in‑time adjustments. She recommended classroom walkthroughs and PLC conversations that focus on evidence rather than single measures.
Wells described a district 4‑step data protocol for MTSS: notice trends, pose questions about causes, prioritize one or two responses and then plan and act. She said the district will continue three classroom observations per year with Columbia University partners and will emphasize implementation fidelity before expecting long‑term gains.
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