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Data-Driven Instructional Systems

January 8, 2007

Meeting Adequate Yearly Progress goals as delineated by the No Child Left Behind Act  forces school leaders to understand how to develop local systems for translating student testing data into the kinds of information teachers and staff can use to improve student learning. Recent research by Richard Halverson and colleagues has found that school leaders are turning to student service staff as local experts in analyzing and using data to meet the demands of high-stakes accountability. Student service staff, including school psychologists, Title I teacher, special educators, and social workers, are playing a bigger role in developing and maintaining program and student-level support programs. Their practices provide a precedent for student level intervention design, and play new roles as data-savvy instructional leaders. More information is available here.