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USING STUDENT ACHIEVEMENT DATA TO SUPPORT INSTRUCTIONAL DECISION MAKING: COMPREHENSIVE PLANNING TEMPLATE FOR SCHOOLS

USING STUDENT ACHIEVEMENT DATA TO SUPPORT INSTRUCTIONAL DECISION MAKING: COMPREHENSIVE PLANNING TEMPLATE FOR SCHOOLS

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Published by Peter C. Cook
USING STUDENT ACHIEVEMENT DATA TO SUPPORT INSTRUCTIONAL DECISION MAKING: COMPREHENSIVE PLANNING TEMPLATE FOR SCHOOLS
Planning templates are designed to help school leaders review the status of each area of responsibility and determine next steps. The template can help school personnel translate the recommendations of IES Practice Guide Using Student Achievement Data to Support Instructional Decision Making into actionable strategies within the school, encourage systematic identification of exist
USING STUDENT ACHIEVEMENT DATA TO SUPPORT INSTRUCTIONAL DECISION MAKING: COMPREHENSIVE PLANNING TEMPLATE FOR SCHOOLS
Planning templates are designed to help school leaders review the status of each area of responsibility and determine next steps. The template can help school personnel translate the recommendations of IES Practice Guide Using Student Achievement Data to Support Instructional Decision Making into actionable strategies within the school, encourage systematic identification of exist

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Published by: Peter C. Cook on Oct 31, 2012
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10/31/2012

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U
SING
S
TUDENT
A
CHIEVEMENT
D
ATA
 
TO
S
UPPORT
I
NSTRUCTIONAL
D
ECISION
M
AKING
:C
OMPREHENSIVE
P
LANNING
T
EMPLATE
 
FOR
S
CHOOLS
Planning templates are designed to help school leaders review the status of each area of responsibility and determine next steps.The template can help school personnel translate the recommendations of IES Practice Guide
Using Student Achievement Data toSupport Instructional Decision Making 
into actionable strategies within the school, encourage systematic identification of existing strategies, and establish a coordinated and coherent plan that addresses the needs of all students. Technical assistance providers can be helpful in supporting this review. As school leadership uses this template to assess school progress, a morecomplete description of its progress can be ascertained if principals design a collaborative approach including lead teachers,department chairs, and other key individuals in the school. A technical assistance provider can encourage a collaborative planningapproach. This template provides guidelines that users might want to adapt for their particular context.
A
REA
 
OF
S
CHOOL
R
ESPONSIBILITY 
A
LREADY 
 
IN
 P
LACE
N
OT
F
EASIBLE
/I
NAPPROPRIATE
P
ROGRESS
 
TO
D
ATE
N
EXT
S
TEPS
/C
OMMENTS
A.Setting Standards and Expectations 
1.School leadership consistently demonstrates acommitment to data-driven instructional decisionmaking.2.School leadership communicates policies andstandards regarding effective data use in monitoringstudent progress and making instructionaldecisions.3.School leadership and staff set high academicachievement expectations for all students.4.School leadership encourages and supports staff implementation of research-based data-use practices (e.g., establishing a data team, designatinga school-based data facilitator).
 
Using Student Achievement Data to Support Instructional Decision Making:Comprehensive Planning Template for Schools
A
REA
 
OF
S
CHOOL
R
ESPONSIBILITY 
A
LREADY 
 
IN
 P
LACE
N
OT
F
EASIBLE
/I
NAPPROPRIATE
P
ROGRESS
 
TO
D
ATE
N
EXT
S
TEPS
/C
OMMENTS
5.School leadership and teachers create a classroomand school climate of high expectations for studentachievement.6.School leadership communicates student evaluationstandards and benchmarks to staff.7.School leadership monitors and conveys progresstowards standards and benchmarks to staff and provides clear direction and strong leadership.
B.Supporting Instruction in the Classroom
8.School leadership communicates the importance osystematic, consistent use of multiple data sourcesto inform instruction and improve student learning.9.School leadership ensures teachers have access tostudent achievement and other relevant data toinform their instruction.10.School leadership provides dedicated time for teacher collaboration in evaluating student progressand developing strategies to improve teaching andlearning.11.School leadership examines school- and class-levelstudent achievement data to identify gaps in studentlearning and works with teachers to implementstrategies to address student needs.12.School leadership provides teachers with feedback regarding their use of data to make instructionalchanges.
 
Using Student Achievement Data to Support Instructional Decision Making:Comprehensive Planning Template for Schools
A
REA
 
OF
S
CHOOL
R
ESPONSIBILITY 
A
LREADY 
 
IN
 P
LACE
N
OT
F
EASIBLE
/I
NAPPROPRIATE
P
ROGRESS
 
TO
D
ATE
N
EXT
S
TEPS
/C
OMMENTS
13.School leadership ensures that teachers receiveadequate, ongoing, and sustained professionaldevelopment on how to use data effectively to makeinstructional decisions.14.School leadership ensures that teachers receiveadequate professional development to modifyinstructional practices based on areas of needidentified through data analysis.15.School leadership ensures that teachers haveresources and technology tools to support their using data to make instructional decisions.16.School leadership collaborates with teachers toensure the implemented curriculum meets the needsof 
all 
students.17.School leadership seeks adequate staffing support(e.g., teaching assistants, speech-languagetherapists), especially for teachers of strugglingstudents and students with disabilities.18.School leadership provides teachers with supports(e.g., school-based data facilitator) for systematically, consistently collecting andanalyzing data to improve instruction and studentlearning.19.Teachers adjust instruction to address gaps in classand individual student learning.20.Teachers instruct students in using data to developlearning goals and monitor their own learning.

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