Data-Driven Improvement

Introduction

Goal & Strategies*

Current, relevant, and high-quality data from multiple sources are used to improve schools, programs, classrooms, instruction, professional development, and other systems.

Child-based Data

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).

Principals/Site Administrators

  • 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).

Teachers

  • 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.

Families

  • 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.

Resources

Continuing Education

* Kauerz, K. & Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches. Seattle, WA: College of Education, University of Washington.

page revision: 33, last edited: 10 Jul 2015 18:02
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