Kenneasha Sloley is the Principal of MD Fox School in Hartford Public Schools (CT), which educates over 21,500 students. Kenneasha became principal of this PK4-8 school in the 2016-2017 school year. She first used CALL as part of her Principal Residency Program at the University of Connecticut (UCONN). As explained below, Kenneasha used CALL to understand her school’s needs in order to develop a plan of action for school improvement.

As part of the Residency component of Kenneasha’s training program at UCONN in educational leadership, she administered the CALL assessment in order to acquire an understanding of the needs of the school. Kenneasha used the data and feedback from the CALL assessment (in conjunction with the results of a pre-program competency assessment) to develop a unique individualized learning project that would address not only an area for growth for her as a developing leader, but also an area in need of improvement for the school. The CALL survey was administered once in the fall as a “pre-assessment” to gather information on the school’s strengths and needs, and then it was administered again in the spring in order to measure the impact of Kenneasha’s work in that school. CALL was used a learning opportunity for her as a pre-service principal and for the school’s formal leadership as well.

Based on the results from CALL, Kenneasha developed a plan to address specific areas in need of improvement in the school. She worked with a grade-level team to establish a true data team structure in which teachers used data gathered from formative assessments to drive instructional practices. Teachers spent time developing smart goals and discussing instructional practices to enhance the learning for all students across the grade-level by virtue of authentic work with data sets. The decision to embark on this work with the teachers was reached through the collaborative analysis of CALL data. Overall, Kenneasha found that “the CALL assessment produced valuable data on areas in which leadership could focus school improvement efforts across several domains including the provision of feedback to teachers around instructional practice, a need to focus teachers on using data to drive instructional practices, and needed support for programs for students with special needs."