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Doing.what.Works.data.Planning.template

Doing.what.Works.data.Planning.template

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Published by Peter C. Cook

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Published by: Peter C. Cook on Oct 31, 2012
Copyright:Attribution Non-commercial

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04/24/2014

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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 nextsteps. 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 systematicidentification 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 assessschool progress, a more complete description of its progress can be ascertained if principals design a collaborative approachincluding lead teachers, department chairs, and other key individuals in the school. A technical assistance provider canencourage a collaborative planning approach. This template provides guidelines that users might want to adapt for their  particular context.
A
REA OF
S
CHOOL
R
ESPONSIBILITY
 
A
LREADYIN
P
LACE
 
N
OT
F
EASIBLE
/
 
I
NAPPROPRIATE
 
P
ROGRESSTO
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.
 
Using Student Achievement Data to Support Instructional Decision Making:Comprehensive Planning Template for Schools
A
REA OF
S
CHOOL
R
ESPONSIBILITY
 
A
LREADYIN
P
LACE
 
N
OT
F
EASIBLE
/
 
I
NAPPROPRIATE
 
P
ROGRESSTO
D
ATE
 
N
EXT
S
TEPS
/C
OMMENTS
 
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).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
1.
 
School leadership communicates the importance of systematic, consistent use of multiple data sourcesto inform instruction and improve student learning.2.
 
School leadership ensures teachers have access tostudent achievement and other relevant data toinform their instruction.3.
 
School leadership provides dedicated time for teacher collaboration in evaluating student progressand developing strategies to improve teaching andlearning.
 
Using Student Achievement Data to Support Instructional Decision Making:Comprehensive Planning Template for Schools
A
REA OF
S
CHOOL
R
ESPONSIBILITY
 
A
LREADYIN
P
LACE
 
N
OT
F
EASIBLE
/
 
I
NAPPROPRIATE
 
P
ROGRESSTO
D
ATE
 
N
EXT
S
TEPS
/C
OMMENTS
 
4.
 
School leadership examines school- and class-levelstudent achievement data to identify gaps in studentlearning and works with teachers to implementstrategies to address student needs.5.
 
School leadership provides teachers with feedback regarding their use of data to make instructionalchanges.6.
 
School leadership ensures that teachers receiveadequate, ongoing, and sustained professionaldevelopment on how to use data effectively to makeinstructional decisions.7.
 
School leadership ensures that teachers receiveadequate professional development to modifyinstructional practices based on areas of needidentified through data analysis.8.
 
School leadership ensures that teachers haveresources and technology tools to support their using data to make instructional decisions.9.
 
School leadership collaborates with teachers toensure the implemented curriculum meets the needsof 
all 
students.10.
 
School leadership seeks adequate staffing support(e.g., teaching assistants, speech-languagetherapists), especially for teachers of strugglingstudents and students with disabilities.

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