Grove School Renewal Charter FINAL Version - 2019

students is available to all families and students throughout the year at any time through the
Aeries Gradebook application.
The Head of School, Program Coordinator, School Counselor and teachers regularly analyze
student data to identify strengths and weaknesses and create action plans for instruction and
determine areas for intervention for individual students, as well as subgroups, whole classes,
grade levels and schoolwide to help fuel continuous improvements at every level.
The Head of School presents student achievement data and other metrics (attendance, behavior,
survey results, etc.) to TGS Board and the Parent Teacher Group twice a year. These groups
review the data to assess whether TGS is meeting its annual goals and what additional resources
or changes may be needed to ensure the Charter School’s success, specifically through the LCAP
process. Through individual report cards, school newsletters/website, Board meeting agendas
and minutes and other “official” documents (including the LCAP, the School Accountability
Report Card (“SARC”), survey results, etc.) the Charter School distributes information about the
Charter School’s progress, successes and challenges to all stakeholders. Attached as Appendices
I, J and K are TGS’s California Dashboard Report and Local Indicators, SARC, and Parent
Survey Results for 2018 and 2017.
Teacher‐created formative and summative assessments will inform daily and weekly lesson
planning. Teachers will meet in content‐area and level teams to review data generated from
regular student work. These meetings will take place during level meetings, faculty in-service,
and department meetings. This data analysis will help ensure that all students are progressing
toward mastery, and will allow teachers to adjust lessons and assignments to address students’
needs.
The Head of School monitors the progress of all subgroups (particularly language learners and
special education students), and patterns of academic achievement that may indicate declining
progress or inequitable outcomes among different subgroups. Any problematic data trends will
be directly addressed through meetings with individual teachers, departments, levels, and
through the examination of policies or curriculum that may be contributing to declining
achievement or inequities.
All student achievement data and student information is kept in the Aeries school information
system and is available for reporting purposes, including the SARC. Student achievement data
will be disaggregated annually to clearly identify the academic performance of students by
numerically significant subgroups including but not limited to ethnicity, gender, English Learner,
socio‐economically disadvantaged students, and students with disabilities.
Grading, Progress Reporting, and Promotion/Retention
TGS has always used narrative evaluations for student work for 7 th and 8 th grade students. The
purpose behind narrative evaluations is to help students and parents focus on a student’s growth,
improvement and learning of material instead of just focusing on a letter grade. Grove works on
a “growth mindset.” This means we focus on how a student is growing and developing over time,
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