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Test, Evaluate, Collaborate, Reteach Use Data to Guide Decisions about Instruction Part II of a series. In an article last week, we looked briefly at the Center on Education Policy (CEP) recommendations for improving struggling schools. (To review last week’s article, click here.) This week we will begin with the only factor all schools which exited Program Improvement had in common – a frequent analysis of testing data and the use of the data to inform instruction. With the advent of statewide standardized testing, schools and districts began using the test data to look at overall areas of student strength and weakness. The analysis of this data provides a yearly look at which standards students are able to demonstrate mastery. More recently, districts have begun to use more frequent testing to assist the current students in meeting the state standards. For these more frequent assessments to be beneficial, the tests must occur at well-planned intervals, and the results need to be analyzed by individual teachers, grade level teams, support staff and administration. How often should assessment occur? District assessments should occur at least every 6-8 weeks in math and English. Schools may also want to have an additional assessment which occurs every 3-4 weeks. The more frequent assessments allow teachers to “reteach” a skill that students missed the first time, and do the “reteaching” on a timely basis. If assessments are given less frequently, the teacher probably will not have time to address all of the standards a student needs assistance learning. Many districts have put into place interim assessments and are using an electronic reporting system to provide timely results to teachers and students. The analysis of the data and the collaboration time for teacher teams requires regularly scheduled meeting times and professional development for staff. The state recommends that elementary teachers collaborate on data analysis and teaching plans based on the data analysis, with meetings at least once each month in the subjects of English and math. You should realize that most teachers and administrators have not received training in their degree programs regarding how to analyze data and create lessons to address the needs identified in the data analysis. Therefore, many of your teachers and administrators may need training in how to work in grade level teams to implement the assessment, analyze the data, “reteach” the standard, and then assess again. The cycle of analyzing the assessment data, deciding on the methods to “reteach” any missing skills, and then testing students again requires a commitment of time as well as a district/school focus in order to become effective. We all know that school resources are scarce in the present budget environment, when most of us are trying to do more with less. But the time and expense of training in this area is justified, since the research indicates this is a critical component of any school improvement plan. Editor's Note: Tina Burkhart is the Director of District Support Services for the educational consulting firm Total School Solutions |
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