This document discusses the importance of using assessment data to improve teaching and learning. It advocates being "knowledge-driven" rather than just "data-driven" and using data to identify what students know and don't know in order to adjust instruction. The document outlines an approach involving multiple measures, school-wide goals, and regular data analysis within professional learning communities. The goals are to support student growth, engage students through differentiated instruction, and use formative and summative assessments in an ongoing cycle of reflection, planning, assessment, and action.

1. Assessment and Data
Alyssa Donohue

2. From the voice of Dalton Sherman
https://www.youtube.com/watch?v=hMe8Ni
l2i20

3. Do you believe…
In the importance of data in your
classroom?
In your grade level?
In our school?

4. Do you believe…
“The Goal of Assessment has to
be, above all, to support the
improvement of learning and
teaching”
Fredrickson & Collins, 1989

5. I believe…
We should be “Knowledge-Driven”, not “Data
Driven”
That data should be used to improve instruction
In the strength of professional learning communities
In regular, normative data analysis practices
“What do the students know? What do they not
know? What are we doing about it? What do we do
if they already know it?”

6. “The Essentials”
1) Multiple Measures
2) School-wide goals
3) Cyclic data analysis

7. Multiple Measures

9. “The Essentials, cont.”
School Wide Goals
• Focus on student growth
• SMART goals
• Goals will be data-driven
• Monitor continuous progress

10. • PLC’s • CCSS
• Engaging
Differentiated
Instruction
• Multiple
Measures
• Formative/
Summative
Reflect Plan
Asses Act

11. “As a staff, we will…”
1) Support positive school culture
2) Best practice
3) Monitor growth

12. Contribute to positive school culture
• Your Subtopics Go Here

13. We will…
• Support best practice
• Monitor focus groups
(close achievement gap)
• Regularly monitor data

14. As your principal, I will…

15. • Use our time together with focus and
a commitment to the goals we set

16. • Give you time with your teams to use
data to interpret, analyze and
improve lessons and assessments

17. • Learn, question, plan, and celebrate
successes with you

18. “When asked what they would want for their own
children, most educators inevitably say they expect
the highest levels of education.
Do other people’s children deserve any less?”
Johnson, 2002, p. 320