Goal & Strategies*
Current, relevant, and high-quality data from multiple sources are used to improve schools, programs, classrooms, instruction, professional development, and other systems.
Data from child-based assessments are used to identify achievement gaps and to drive instructional improvement.
Example Implementation Indicators
District Administrators/Community Leaders
- Demonstrate understanding of appropriate uses of data and support data systems that gather, store, and disseminate data.
- Establish and support common measurements and consistent data reporting mechanisms across schools and programs.
- Demonstrate commitment to using data to identify and address achievement gaps by providing data disaggregated by student sub-groups (e.g., dual language learners; race/ethnicity; socio economic status).
- Ensure aggregated data are available by classroom, age/grade level, and schoolwide.
- Use data to allocate resources to provide tiered levels of intervention.
- Use data to inform, establish, and deliver professional development priorities.
- Share data among early learning programs and schools (e.g., assessment loops).
- Know what data are available on students, classrooms, and schools and demonstrate understanding of how to use data to improve the quality of classrooms and to differentiate instruction.
- Use progress monitoring tools to understand children’s strengths and needs.
- Have access to data about their own child, classrooms, and programs/schools.
- Understand the data available and how to use them to support their children’s learning.
- Continuing Education
- Laws, Regulations, Statutes
- Minnesota Examples
- Webinars & Videos
* Kauerz, K. & Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches. Seattle, WA: College of Education, University of Washington.