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State of the District: Data-Based Inquiry
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Implementation of Key Initiatives

  • In 2007-2008 extensive research was conducted to find the most optimal data management system for our district. A district task force, representative of administrators, teachers, and staff members from the district, was formed to investigate possible data management systems. After continued research and following presentations provided by numerous companies, the data management system, Data Director, was chosen.
  • In the year following the purchase of the system, professional development focused on building a shared understanding about why Data Director was needed and on training teachers how to easily navigate the system. In 2009, all CST data was imported into Data Director so that it would be accessible by teachers. Reading specialists also began uploading all reading assessment data into Data Director for easier accessibility.
  • Data Director is now used by every administrator and teacher in the district as the primary tool for inputting all student assessment data. CST scores, reading assessment data, and math benchmark assessment data is all entered into Data Director.
  • All K-5 report cards are now housed in Data Director for easier access.

How do we measure success?

  • All administrators and teachers use the data found within Data Director as the primary way to gain assessment information about every student. This includes CST data and all reading and math assessment data.
  • Assessment information is being used as a tool for discussion and to drive instruction.
  • Data Director reports are now commonly used for assessment meetings, IEPs, and collaborative dialogue about student performance.
  • A large number of teachers also use the item bank portion of Data Director to create standards based assessments in all subject areas. 

What are the challenges?

  • As the Data Director company has grown exponentially, upgrades and changes to the system have caused difficulties for our district.
  • Despite the efficiency of the system, some assessment data has to be uploaded manually. Teachers have shared concerns that finding time to input data can be difficult.
  • There are still varying degrees of understanding with regards to the capabilities of the system. Additional training is still needed to help administrators and teachers better understand all of the reports that Data Director can generate.

What are the next steps?

  • Overall, the system has worked very well for our district. Additional training is needed so that teachers have a more extensive understanding of Data Director’s capabilities and its ability to provide data  and data reports that can inform instruction.
  • Continue to use/create protocols that cause teachers to have to analyze specific reports in Data Director (i.e. CST protocols that cause teachers to have to view and analyze data about each student).
  • Enter all trimester math assessment templates into Data Director to be used by all K-5 teachers.