S.A.S.I. Spotlights

Inform, Engage, Respond

Exciting Work Underway!

Collaborative Improvement Process

We uncovered in our CSI Summer Trainings the importance of LEADERSHIP in improving student achievement. In a publication commissioned by The Wallace Foundation, an inquiry into the research found that high-quality leaders can achieve results by:

  • Setting Directions-charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance.
  • Developing People-providing teachers and others in the system with the necessary support and training to succeed.
  • Making the organization work-ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than inhibits teaching and learning (Leithwood etal., p. 3).

A group of talented FCPS leaders are working together to establish a process by which we can improve schools collaboratively! As we prepare to respond to any local, state, or national accountability program, FCPS schools will be well poised for success. More to come in the year ahead!

Accelerated Learning Process

As shared in the last newsletter, another group of talented leaders are convening on a regular basis to plan for the FCPS Accelerated Learning Process. Central and school based teachers and leaders represent all departments and content areas. It is through scholarly and diverse practitioner reflection that we will implement critical practices to accelerate achievement for all students, P-12. Again, more to come in the year ahead.


The beginning of a new quarter provides multiple opportunities for teachers to provide feedback to learners on progress towards their academic goals. "When feedback is delivered such that it is timely, specific, understandable, and actionable, students assimilate the language used by the teacher into their own self-talk." (Visible Learning for Literacy)

Hattie, Fisher, and Frey identify 4 levels of feedback:

  • Feedback About the Task (correct or incorrect, performance level)

  • Feedback About the Process (helping to identify a strategy needed to perform the task)

  • Feedback About Self (personal evaluation- "Excellent job!")

  • Self-Regulatory Feedback (self-monitoring, knowing what works for you to succeed)

While the first two levels of feedback are commonly used in the classroom and the third level is used with good intention, it is Self-Regulatory Feedback that will equip students with the strategies and self-monitoring tools needed to take charge of their own learning.

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What academic goals will your students create while their teachers support the ongoing feedback towards growth?


Schools have been monitoring their CSI goals and preparing for their upcoming student progress talks with the recent ending of the term. All achievement target dashboards in RADAR are updated and ready to effectively and efficiently support your school-based data discussions.

Most importantly, the data that are either entered into TAC or captured through online and/or paper administrations is to primarily support instruction. Though CSI targets are dependent on this data, the driving force with entering student data is to assist schools with progress monitoring student achievement, influence professional learning, and provide longitudinal assessment history for individual students.

Lastly, schools noticed that teacher leaders (non-admin viewers) were having difficulty drilling into the “Student Achievement – Teaching and Learning” and “Culture and Climate” sections of the CSI School Score Card. This has been corrected and below is the resource that will assist your teacher leaders with accessing these data points:


From the Desk of SASI's Data Analysis and Reporting Team

FCPS Perceptual Survey Reminder

We are getting close to the end of the FCPS Perceptual Survey window. Remember that all surveys close on Friday, November 18. We encourage schools to send out a final FOF reminder to parents/guardians inviting them to participate in the survey before it closes on Friday (if you haven't already). On Monday, November 21, schools are asked to send all completed paper family surveys to SASI via courier (attention: Natalie Gay). You may shred any unused paper surveys. Survey results will be communicated to you once available. We anticipate this to take a few weeks once the survey closes. Most importantly, thank you for your time and effort in supporting this important initiative!

Research Request Procedures

As a reminder, according to FCPS Regulation 200-41, any person or group wishing to conduct a research study (i.e., an investigation to gather and analyze information on FCPS students, parents, and/or staff members) in FCPS must complete and submit the “Application to Collect Data” form (http://apps.fcps.org/dept/legal/200-41.pdf). This application is to be completed by the researcher and submitted to the SASI Department (Attention: Natalie Gay).