From Metrics to Meaning: Humanizing School Improvement

Listening First

In my journey as an educational leader, I have learned that real school improvement does not begin with spreadsheets or strategies– it begins with listening. Behind every data point is a student with a story. Human beings cannot be reduced to a mere number and it is our responsibility as educators to hear their stories.

My experience in the CalAPA Cycle 1– focused on analyzing data to inform school improvement and promote equity– was not just a credential requirement, but rather a wake-up call, a turning point. I unlocked new tools to lead with both compassion and clarity and it offered me a new lens to see data not just as a reflection of performance, but as a mirror of justice.

From Data to Stories

At my elementary school, our vision and mission stress the values of community and safety while also supporting every single child’s social and academic wellness. However, when I analyzed our English Language Arts (ELA) performance data, I noticed that it was disaggregated by ethnicity and language proficiency. 

It became very apparent that this vision was not reaching every student equitably. Hispanic English Learners (ELs), the biggest portion of our population, consistently scored well below their peers. Upon deeper data analysis, I came to realize that this was not just a performance issue but a matter of access, inclusion, and opportunity.

Cycle 1, Step 1: The Data Behind the Disparities

During Cycle 1 Step 1, I analyzed three years of data from sources including the California School Dashboard and CAASPP results. The patterns were unmistakable: students classified as English Learners, specifically those who were also Hispanic, were not meeting the ELA standards at an alarming rate. More than 97% of EL students failed to meet grade-level ELA expectations in 2022-2023. Students with disabilities and socioeconomically disadvantaged students also showed persistent underperformance. This data served as a wake-up call, but I knew that the numbers alone could not explain the whole story.

There is one student in particular that reminded me of that truth and whom I had the privilege of getting to know on a deeper level. He had recently moved from Mexico, speaking only Spanish, and living with his single mother who had escaped an abusive relationship. Their family was in fight-or-flight survival mode. If we are talking numbers, his file showed chronic absenteeism and low performance. The numbers showed that he was not making any progress. However, this data did not show that he was missing school to help his mom work odd jobs just so they could eat. It did not show the fear or instability they lived with. It did not show the sleepless nights and hopping from couch to couch. 

Of course, this seven-year-old boy would not be performing the same as his peers. As I got to know him and his mother, I soon realized that supporting his academic growth required first supporting their livelihood. I helped his mother build her resume in English, which led to her securing full-time employment with a local food truck. We worked with the school district to provide transportation so her son could attend school on a more regular basis. Over time, his attendance improved and the light started to shine again through his face. That experience solidified something I now carry into every leadership decision: data gives us a starting point, but empathy tells us what to do with it.

Cycle 1, Step 2: Listening to the Community

To understand the “why” behind the data, I turned to our community. In Cycle 1 Step 2, my focus shifted to stakeholder voice. I conducted interviews with our principal and a general education teacher, surveyed Hispanic parents, and analyzed student climate surveys. The themes that surfaced were deeply human: linguistic barriers, cultural exclusion, limited access to resources, and a lack of tailored professional development for teachers. 

Hispanic students reported experiencing discrimination. Parents felt welcomed, but many lacked the confidence to support their children academically. Teachers expressed a desire for better tools and training to meet EL needs. In short, our school community was trying—but our systems were falling short.

The equity gap, I realized, was not the students’ fault. It was the result of deeply embedded institutional and structural factors. As August and Shanahan (2006) and Thomas and Collier (2002) have shown, English Learners require sustained, scaffolded, and culturally responsive instruction over time—not one-size-fits-all strategies. And yet, many of our educators lack training in English Language Development (ELD) or resources to implement differentiated instruction. We cannot expect better results without providing our staff and students with the tools they need to achieve those results.

Cycle 1, Step 3: From Awareness to Action

With these findings, I was able to establish a problem statement: The persistent disparities in ELA performance among Hispanic English Learners reflect systemic inequities in educational access and support, particularly around language, culture, and socioeconomic status. Addressing this issue required more than awareness—it required thoughtful action.

With the aid of our community’s feedback, I proposed three core strategies to promote equity and improve student outcomes:

1. Enhanced Language Support Programs
   Scaffolded instruction, bilingual resources, and professional development in ELD
2. Stronger Family and Community Engagement
   Bilingual parent liaisons, culturally responsive workshops, and community partnerships
3. Culturally Responsive Teaching Practices
   Integrated across curriculum, classroom climate, and schoolwide events

Each of these strategies directly targeted a contributing factor identified through data and stakeholder feedback. More importantly, they aligned with our school’s mission to create a positive, safe, and inclusive learning environment. As Gay (2010) argued, culturally responsive pedagogy and sheltered instruction models can dramatically improve engagement and outcomes for English Learners.

Still, equity leadership is not only planning, but also establishing partnerships. I brought these strategies back to our school community for feedback and approval. Our principal cautioned against approaches that might isolate our EL students. In response, I revised the plan to ensure inclusive, embedded support—not pull-out remediation. 

Parents and students emphasized the need for cultural celebration and belonging, leading to the inclusion of Hispanic heritage events and increased use of culturally relevant texts. Teachers agreed to engage in professional development focused not just on compliance, but compassion—on seeing and valuing the identities of their students.

Cycle 1, Step 4: Leading with Reflection

In my final reflections, I realized that equity is not about having all of the answers, it is about asking the right questions: Who is this system working for—and who is it leaving behind? Where are voices missing from the decision-making table? How can I create structures that both reveal and repair inequity?

I also discovered that empathy is not the opposite of data, but rather a main ingredient. While data reveals disparities, empathy shows us what these disparities mean. Together, they shape solutions that are just and justifiable.

My leadership growth will never end– this is only the beginning. I am aware that I must strengthen my skills in navigating district policy, resource allocation and systemic reform. I strive to deepen my cultural competence, refine stakeholder engagement practices and build long-term systems to better evaluate impact. 

Leading With Love

Leadership Cycle 1 taught me that sustainable school improvement can’t be top-down. It must be inside-out and community-wide. It must be grounded in relationships, reflection, and a relentless commitment to asking: What does each child need to thrive—and how will we make that happen, together?

I carry forward the lessons of this experience not as a checklist, but as a compass. Because to lead through equity is to lead through love—and love, as we know, does the hard work of listening, changing, and showing up every single day.

Systemic change doesn’t begin in policy; it begins in people. When we choose to lead with empathy and purpose, we create space for every student to be seen, heard, and supported. The work ahead is not easy—but it is necessary. It starts by listening. Let’s begin there—together.

References

August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language 
minority students’ long-term academic achievement. Center for Research on Education, Diversity & Excellence.

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About the Author

Brittany Barbone is a Community Schools Specialist in South Sacramento, California, where she plays a key role in leading the district’s emerging community schools initiative. Community schools serve as neighborhood hubs—partnering with families, educators, and local organizations to provide academic, social, emotional, and health supports tailored to student and family needs.

Ms. Barbone previously taught grades K–6 and served as a head teacher supporting instructional leadership and collaboration. She earned her Master of Arts in Educational Administration from Concordia University Irvine and is currently pursuing her Doctorate in Educational Administration. Her work is grounded in equity, with a passion for addressing systemic inequities that impact Black and Brown children.

Her “why” is rooted in giving voice to those too often unheard—students, families, and communities excluded from decision-making. She believes in humanizing the educational experience by centering people, stories, and dignity over systems.

Her research interests include authentic community engagement, asset-based leadership, and reimagining traditional school models to reflect the lived realities of students and families.