A constant focus on student progress boosts achievement in Texas district
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
This article is excerpted from Reach the Highest Standard in Professional Learning: Data by Tom Guskey, Patricia Roy, Shirley M. Hord, and Valerie von Frank (Corwin Press, 2014). The book is the second in a series exploring Learning Forward’s Standards for Professional Learning. In this volume, the authors help readers understand the crucial function of data for designing, implementing, and evaluating professional learning. Available at www.learningforward.org/bookstore or 800-727-7288.
“We had to ensure all kids were getting the instruction they were supposed to have as the first step. We said, ‘We’re all going to teach this,’ and outlined strategies. After one year, people saw what a difference it made for kids, and teachers were looking at their own data that showed our kids did so much better that year than they did the prior year. When they realized our kids really could do it, they were willing to do anything. Then we moved on to creating common assessments.”
“We’ve always done data analysis in our teams, but now we are really being intentional about drilling down to student work and student thinking and student learning instead of just working on the planning and preparation side. As a campus, we have collective targeted areas. Any decision that we make on our campus is always based on data. It’s always based on student needs that we identify through data analysis.”
“Third- and 4th-grade language arts teachers plan together, and within that team is where we do most of our data analysis. We keep one spreadsheet for each student where we’re trying to see the kid’s progress, benchmarks, report card grades, progress reports, comprehension levels, fluency. We’re trying to make sure it all aligns and that we’re being responsive to the students’ needs when we’re planning together, when we’re planning in our own classrooms, and in the conversations that we’re holding with students. It’s all based on evidence and data. We’re being proactive as well as reactive in our analysis.”
The article, “Track data. Tweak instruction. Repeat,” on pp. 44-50 illustrates how the Aldine (Texas) Independent School District uses data to improve teacher practices and raise student achievement. Use these questions to reflect on how your district uses data.
Texas Education Agency. (n.d.). Collaborative monitoring and intervention model — Aldine ISD. Available at www.tea.state.tx.us/Best_Practice_Summaries/Collaborative_Monitoring_and_Intervention_Model–Aldine_ISD.aspx.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
What does professional learning look like around the world? This issue...
Technology is both a topic and a tool for professional learning. This...
How do you know your professional learning is working? This issue digs...
Professional learning can open up new roles and challenges and help...