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ERIC Number: EJ1002188
Record Type: Journal
Publication Date: 2012-Aug
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0276-928X
Put Data in the Driver's Seat: A Deeper Understanding of Achievement Results in Leading Change in One Washington District
Bergman, Barbara
Journal of Staff Development, v33 n4 p44-48 Aug 2012
Teachers in the Federal Way (Wash.) Public Schools had no shortage of student data. Standardized test scores, unit tests, and report card grades were as familiar to educators as reading, writing, and arithmetic. With the onset of statewide testing in the 1990s, data analysis was expanded to cover a multitude of state learning goals in grades 4, 7, and 10. There were more than 90 of these learning goals for Washington's 4th graders in reading alone, with the expectation that teachers would somehow track progress on all of them. State testing was later expanded to include annual assessments for grades 3-8 and high school. And in Federal Way, district assessments, administered three times a year, were added for core subjects at each grade level. Data was plentiful. What the district lacked was a way for teachers to make sense of and make meaningful decisions around student data. To remedy this, the district introduced "Data Days" in 2004. A waiver from the state granted three nonstudent days to allow time for teachers to review and respond to data. With a list of district outcomes, staff and principals at each of the 37 schools in Federal Way had the freedom to plan agendas that would better acquaint teachers with the achievement data for their school.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington