Success Factor Logo Quality Data
The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This Critical Success Factor (CSF) emphasizes effective use of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized to make decisions to improve instruction and learning, but rather how the information is used (Hamilton, et al., 2009). An essential use of both summative and formative data that can improve academic achievement is for teachers to create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.


CASA is a set of tools to be used to analyze student work to better determine why students perform at the level they do and to help better ensure that there is tight alignment between the written, taught, and learned curriculum. The goals of this training are to enhance teachers’ perceptions of all their students’ work, encourage depth of perception by demonstrating all that can be seen in a single student’s piece of work, and encourage conversation among teachers about what the work shows and how they can act individually and collectively in order to benefit their students. The key factors of this protocol for examining student’s work are:

  • Focus on open-ended assignments and performance tasks.
  • Suspend judgment long enough to look carefully and closely at what is actually in the work rather than what we hope to see in it.
  • Draw from the perspective of others to help us see aspects of the student and the work that would otherwise escape us.