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Using Data and Research to Inform Practice School design and instruction at UPCS are informed by student data and the latest research. All teachers are consumers and analyzers of data. Research is a regular part of the faculty dialogue at UPCS. Further, teachers working in the Clark teacher education program keep current on the research as part of their university-based activities.
Research-Based School Design and School-Improvement Initiatives: All decisions about students and school-improvement strategies, from curriculum design to the structure of the day, are made based on the best available data and research detailing best practices from the field.
Using Data From
the Start | Each year, hours after the public lottery used to select the young people to enter seventh grade at UPCS, we ask the city for the MCAS scores of the sixth graders pulled from our “hat.” We get busy planning their August Academy and seventh grade. It takes every minute of every day to prepare our students for college. -UPCS Principal
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Using Data to Inform Practice: Data are used consistently at UPCS to measure student progress and to inform teacher practice. Student data is made available to all teachers, who analyze it and use it to inform instruction. At UPCS, a retreat is traditionally held in the summer to review incoming student data available from the state. All teachers attend the retreat so that high school teachers see the strengths and weaknesses of incoming seventh graders. Teachers also use a value-added data system to benchmark student progress, and they generate effective formative assessments like low-stakes writing to keep a running record of performance. Keeping Staff current and informed: The school leader recommends journals and publications to staff and informs them of professional development opportunities and college courses that are available and pertinent. Research articles are shared and discussed during common planning time.
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