As we continue to make changes to the way our school admits, teaches, evaluates, assesses, and mentors students, we will begin measuring aspects of their education that we have never previously measured. But it is also key that we collect data that will help us evaluate the challenges and successes of our journey to transform education.

The work to develop these systems and structures is already underway. There is a committee dedicated to creating key performance indicators (KPIs) for FLoW21. In April, that committee will have a full day dedicated to formalizing these KPIs.

The committee will determine qualitative and quantitative data that will help us measure how FLoW21 as a whole is impacting students’ skills, knowledge, characteristics, behaviors, and beyond. While the exact structure and reporting system may take several years to develop, this data collection will empower us to better serve as mentors and teachers dedicated to delivering the best educational program possible.

Another key measurement is our students’ performance on external assessments like MAP testing and the International Baccalaureate Diploma Programme. While a “standardized test” does not necessarily gel with the values of FLoW21, we are not using these results to rank students. Rather we’re using these results to guide the ways in which we deliver our curriculum and identify strengths of weaknesses of our practices. This gives us a norm reference, which shows us how students stand academically in relation to children of their same age. As the years go by, it will be important to compare historical data of the year-on-year development.