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Measure Progress for Continuous Improvement

Collecting and analyzing evidence of change toward a more balanced and inclusive ecosystem is critical to ensuring learning opportunities.

Practice: District uses multiple data sources as part of a continuous improvement process to analyze progress toward establishing an inclusive technology ecosystem.

Actions that lead to measuring progress for continuous improvement include:

Learn from Our Partners

Illustration of people working together along with photos from Tomball, TX and Columbus, IN

Resources

Creating a Cycle of Continuous Improvement Through Instructional Rounds (National Council of Professors of Educational Administration (NCPEA)

Tomball ISD's Story

Tomball Independent School District (Tomball, Texas)

Tomball Independent School District (Tomball, Texas)

Photo by CommunityEditor | CC BY-SA 4.0

Tomball Independent School District serves approximately 18,000 students in Tomball, Texas. The district has grown rapidly in recent years, with shifts in district demographics and student needs. To address changing student needs, the district’s vision focuses on technology tools with built-in accessibility feature that can benefit students throughout the district, in both general and special education.

The district’s technology implementation plan began as a pilot study when a review of data found that students who were not currently identified with an IEP or a 504 plan were struggling and had limited access to resources that could support them. The AT department put together a proposal for a joint project that brings together general education, special education, instructional technology, related services and ESL teachers to conduct a needs assessment and identify primary barriers from multiple perspectives. Data collected during the pilot demonstrated improved results and increased student access, so the team moved forward with district-wide implementation the following year. Goals and related data points were identified within the district strategic plan and plans for each school building to ensure that training was embedded in the professional development schedule, as well as in parent meetings, open house and personalized trainings. Data collection included requests for support, tool usage by campus, number of trainings, relationship between integration and hours of PD received, and student results by tool usage. Throughout the process, the district used data to drive improvement to the implementation. Initial barriers identified during the pilot study were addressed during full implementation; data collected during full implementation were then used to identify additional needs to provide scaffolding for students.

Supporting Research

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