This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with…

This study aimed to investigate how data are used to inform instructional leadership practices in three Kuwaiti public schools, in addition to the factors that impact building data-use capacity. This study conducted three qualitative case studies in high-performing public schools. The findings reveal that data usage in the Kuwaiti schools…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmark-level), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmarklevel), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, but comparative research on how often and why teachers use different types of data is scarce. The Nebraska Department of Education identifies summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data as key measures of student learning. The department…

When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…

These are the appendixes for the report, "How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data." This document presents additional information about the study topic: teachers' data use. It begins with a description of the conceptual framework and supporting literature for the scales in the Teacher Data Use Survey…

The ability to significantly increase and sustain gains in early literacy for students with disabilities and a desire to bridge the gap between compliance and results-driven accountability (RDA) led Washington State to innovate a solution. This state spotlight will focus on Washington's improvement strategy to address this early literacy challenge…

State tests lack the sensitivity and frequency to reflect ongoing academic improvement of students who are well below grade-level proficiency standards. As a result, some states are using screening and progress-monitoring data, collected as part of a multi-tiered system of supports (MTSS) model, to evaluate early student-level progress toward SiMR…

The Diversifying the Education Profession Ohio Taskforce consists of aspiring teachers, K-12 educators, human resources personnel, educator preparation program representatives, community members, State Board of Education representation, and staff members from the Ohio Department of Education and Ohio Department of Higher Education and convened to…