When and How to Use Common Assessment Data

In a district that is beginning to implement an integrated and aligned common assessment program (a good thing for teachers and students) a principal was overheard stating emphatically he would not use any of the common assessment data until after the first semester.

That is well within his right. After all, it is his school. We (LYS) even warn school leaders not to expect too much from the early results of common assessments. But that does not mean that principals and staff should completely ignore the data. That would be the wrong thing to do.

Early common assessment data leads to the discovery of deficits in the overall "system" and/or instruction. It is important that leadership and staff engage in some problem solving after every assessment administration. That is the purpose of any formative activity. Otherwise, then of what use is the formative assessment (and process) in the first place?

Additionally, early assessments allow instructional leaders to assume and fulfill a coaching and facilitation role. To ignore this, is to abdicate a critical leadership responsibility. And if you are not coaching and leading, what kind of principal are you?

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Come visit us at the LYS Booth at the TASA/TASB Fall Conference on 9/30/11 and 10/1/11

Attend the LYS presentations at the Texas School Improvement Conference on 10/26/11 and 10/27/11