Week+4+Discussion+5335

 The first and most obvious use of data is the AEIS data our school receives each year. This data is used to develop the CIP and focus on initiatives to improve student achievement. Also, looking at individual TAKS scores and identifying which objectives students struggle with prompts teachers to look for new ways to teach concepts. If the majority of students show mastery in particular objectives, then a teacher shouldn’t commit as much time to teaching something the students already know. In addition to that, however, I have used data to guide my individual instruction. Last year, I decided to give the students a real-world project over exponential growth and decay. Following the project, I had them fill out a Reflection Form to provide feedback to me about what they liked, what they didn’t, and what they would change. After reading the feedback forms, I was able to modify and change the project for next year as a direct result of student data.   Leander ISD is a very data-driven school district. We use and analyze data constantly to provide feedback for improvement. From TAKS scores and AEIS reports to snapshot data (administrators “pop” into teachers’ classrooms for 5 minutes and take a snapshot of what they observe and record the data) to surveys, our district is continuously reading and interpreting data. It is evident from our school’s CIP that the AEIS data is directly addressed. Objectives and goals stated in our campus' CIP regarding dropout rates and subpopulations clearly reflect the results of the AEIS report.
 * What has been your experience in using data to make decisions about curriculum and instruction? **
 * How effectively does your school use data to determine goals and objectives in the Campus Improvement Plan? Explain. **