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.

Student-Engaged Assessment: Plan, Track, Respond

In an age of ever expanding accountability standards, complete and rich student diversity, and rapid globalization, the moral imperative of accurately diagnosing and responding to every student’s learning needs is an epic challenge. Teachers cannot and should not do it alone.
SEA is a one-day professional development module that provides teachers time to reflect and revise an existing instructional unit in order to strategically incorporate targeted assessments and engage students as partners in assessing and tracking their own learning. Teachers will leave the training with a unit of study that is ready for implementation and a process that they can follow individually or with their professional learning communities.
Based on some of the most respected research on planning, assessment, and engagement, SEA provides a structured workshop environment where teachers will:

  • Clarify the essential goals for the unit
  • Refine assessment tasks to ensure rigor and alignment
  • Incorporate time and strategies for unpacking quality criteria with students
  • Embed daily assessments (teacher-directed, peer, and self)
  • Design a system for data tracking
  • Anticipate where differentiation will be required