This document outlines a process for teachers to analyze student performance data, reflect on factors that influenced outcomes, and take action to improve results. Teachers are prompted to examine changes in proficiency and growth rates, consider what drove those changes, and identify strategies to enhance learning gains. They are also asked to evaluate how well formative and interim assessments predicted end-of-year outcomes and determine ways to better link assessment data to student needs. The overall message is that an effective cycle of looking at data, thinking critically, and acting on insights can help teachers successfully guide students.

1. T
H
I
N
G
S

2. #1
Look

5. #2
THINK

6. Think and Reflect
A. The % of students at-or-above proficiency in my class
[increased / decreased] from the previous to the current school
year.
What contributed to the increase or decrease?
How will I ensure that the increase continues or combat factors
that may be contributing to the decrease?
B. The % of students showing one year (greater than 77 development
points) of growth [increased / decreased] from the previous to the
current school year.
What contributed to the increase or decrease?
How will I ensure that the increase continues or combat factors
that may be contributing to the decrease?
C. Was my formative (brief, frequent, ongoing) assessment data a
clear indication of the likelihood of summative (FCAT) success?
Why or why not?
D. Was interim (quarterly, benchmark) assessment data a clear
indication of the likelihood of FCAT success? Why or why not?

7. #3
Act
The path to
success is
guided by
your ability to
select the most
appropriate
intervention in an
effort to meet
the students’
specific needs.