Heather Zavadsky Building State Capacity and Productivity Center

Student achievement cannot improve without data (all types), because data is the pathway to prevention and appropriate intervention.  Better to have diagnostics rather than an autopsy  Should be used for all education decision- making  Should be closely connected to teaching and learning in the classroom  Involves data, interpretation, analysis, and intervention.

 What is the best school for my child?  How can I ensure my students are mastering the correct skills?  What is the best intervention for my struggling readers?  What are the strengths and weaknesses of my teachers?  How shall we invest our professional development dollars?  Are our students college-and career-ready?  How many of our students take remedial courses in college?  Where should we invest our instructional dollars?  Which schools need the most support?

 Powerful accessible data systems  Various data collection tools  An accountability tool or strategy to manage all the data pieces  Time to examine and discuss data collaboratively  A culture of trust and transparency that values data

 Access to timely, user-friendly data  Data-sharing orientation (within FERPA)  Training on how to gather, analyze, and use data  Avenue for rural leaders to weigh in on policy decisions  Examples of supportive problem-solving approaches using data

 What type of data can educators access in your state and district?  How soon do they receive it?  How can educators and legislators access data?  How is data used and reported?  How does pushback on testing and data privacy impact data-use in your state and districts?  How does your state and district continuously monitor progress?