Transforming School Culture

American schools have attempted to become more student-driven through the use of formative and summative assessment data. Tea-chers are being asked to become skillful diagnosticians as vast amounts of data are being collected and distributed with few instructions as to how to use the data; however, student achievement does not improve simply by collecting and distributing data, but rather by using it to make important instructional decisions. Data from frequent formative assessments can assist teachers in providing meaningful instruction based upon the strengths and weaknesses of each student. Using a structured plan for school wide data analysis, leadership capacity among teachers will grow as they uncover meaningful methods of instruction through researched-based strate-gies and dialogue with colleagues. In the process of acquiring data, school administrators are developing methods to encourage colla-boration among staff members while supporting the use of research-based instructional strategies. This book outlines strategies for addressing student needs and trans-forming school culture through the use of data.