alignment

Alignment for Results
Even if schools have robust data-driven processes in place, effective and efficient implementation of those measures still can be negatively impacted by other culture, climate, and organizational factors. How do educators clear the way internally and externally so that their data-driven efforts can succeed? How should school organizations //align themselves for the results// they say they want to achieve?

- Curriculum alignment is explicit about knowledge and skills students should have. - Strong relationships should exist between acedemic standards, assessment and instructional stategies. - For the data to be used longitudinally there must be that common core that reaches all schools in the state and eventually across our nation. Otherwise clear comparisons can not be made for students that move from building to building or into new districts.

//**Big Ideas**// //Relationships for sucessful curriculum groups: school boards, superintendent, principal, teacher yearly planning committee, subject area task forces, curriculum planning council.// To implement effective data use: Data needs to be looked at in a timely manner.
 * Expand the ability of data systems to link across/among all agencies
 * Ensure all data can be accessed, analyzed and used, and communicate data to all stakeholders to promote continuous improvement
 * Build the capacity of all stakeholders to use longitudinal data for effective decision making.
 * District and teachers must agree on time frame
 * Need to have a responce to intervention for students who are struggling and those doing well. (Sytematic approach)
 * Data needs to be used for teachers to evaluate practices and learn from each other

Clear standards aligned with appropriate assessments are a key component to the infrastructure for school improvement. //**Practical Tips**// //Four phases of aligning curriculum// //1. Planning and Preparation// //2. Curriculum writing// //3. Curriculum is piloted and refined// //4. Curriculum is implemented, monitored, and evaluated// Actions to Ensure Effective Data Use: Have knowledge of state standards for curriculum, instruction, and assessmentwhen reporting to the public Work with AEA to align standards for curriculum.
 * Build data warehouses that integrate student, staff, financial, and facility data.
 * Create progress reports that include longitudinal statistics on school systems and groups of students to guide teacher, school, and district improvement efforts.
 * Implement policies and promote practices, including professional development, to ensure that educators know how to access, analyze, and use data appropriately

In order to achieve the most effective continuous improvement in all schools, states need to expand longitudinal data systems to link across the P–20 educational programs and across state agencies, ensure that data can be accessed, analyzed and used, communicate data to all stakeholders to promote continuous improvement,and build the capacity of all stakeholders to use longitudinal data for effective decision making. Teachers should be involved in all decisions to create the feeling of ownership to help insure the implementation and sustainability of data use.

//**Resources**// []

This article discussion is relatively short, but concise and touches on school level data, determining useful data, taking a cohort approach, moving from theory to practice, roadblocks within schools, education systems, analyses, necessary conditions for DDDM and information management systems: [] Critical Data Elements Using Longitudinal Data Systems to Improve Student Success