# data[].attributes.body
Achievement data must be collected with a purpose. Schools should be using all data to inform instruction. Often times, without appropriate management systems, it is hard to find the time to analyze the data in a way that is helpful. This means that it is important that data review and reflection must be a carved out time of teacher and school routines so that data is never just being collected without a purpose in mind. Teachers must look at individual student data on a daily basis in order to make "right now" instructional decisions/adjustments as well as make decisions for the following day(s). Schools must look at data and trends in order to identify areas of instructional strength and challenge so that changes can be made and student ne
eds are met.

# data[].attributes.headline
Achievement data is just one data point.  There is so much pressure on schools for PARCC, or whatever will be replacing it, scores, as they are measuring from school to school.  In fact, looking at populations of students, you are comparing apples to oranges.  There are no two schools exactly alike.  If you measure similar school populations, it is different than measuring struggling schools with different populations.  Progress, not scores, should be measured, and this should include multiple data points.   We use data everyday to measure student progress.  All flowers do not grow in the garden equally when watered in the same manner.  Some need extra care.  Simply relying on a measure, that to many is not achievable at this time, is not fair to all students. 

# data[].attributes.subject
Achievement data is just one data point.  There is so much pressure on schools for PARCC, or whatever will be replacing it, scores, as they are measuring from school to school.  In fact, looking at populations of students, you are comparing apples to oranges.  There are no two schools exactly alike.  If you measure similar school populations, it is different than measuring struggling schools with different populations.  Progress, not scores, should be measured, and this should include multiple data points.   We use data everyday to measure student progress.  All flowers do not grow in the garden equally when watered in the same manner.  Some need extra care.  Simply relying on a measure, that to many is not achievable at this time, is not fair to all students. 

# data[].attributes.body
When collecting data on student achievement, the overall goal should always be to IMPROVE upon that data, not just to collect data just for the sake of collection as the cartoon implies. Teachers really hold the most power in this when it comes to actual application of strategies, formative and summative assessments, etc. However, schools can set goals through their School Improvement Plans, etc to reach certain scores in the future. Administration can also support teachers in their classrooms by assisting with processes such as ALP and CFIP to encourage effective planning and modification of daily lessons and material.

# data[].attributes.headline
Vicky Carmona   
Teachers and admin should use multiple data points of student achievement to plan for instruction for individual students and groups of students.  This data should include data from the classroom teacher such as formative and summative assessments, writing samples, benchmarks, and standardized tests such as PARCC, WIDA, and Unify.  Taken all together 
these data points will give a clearer picture of each student's strengths and weaknesses and that data "picture" can be used to plan for the next steps towards higher student achievement.

# data[].attributes.subject
Vicky Carmona   
Teachers and admin should use multiple data points of student achievement to plan for instruction for individual students and groups of students.  This data should include data from the classroom teacher such as formative and summative assessments, writing samples, benchmarks, and standardized tests such as PARCC, WIDA, and Unify.  Taken all together 
these data points will give a clearer picture of each student's strengths and weaknesses and that data "picture" can be used to plan for the next steps towards higher student achievement.

# data[].attributes.body
Use student formatives consistently in the classroom can support flexible grouping in a station rotation model. Summatives can help to identify groups who may need some targeted remediation, as well as skills that teachers may need to put into warm-ups or other activities to give some repeated practice for mastery skills. Admin and myself uses student achievement data to drive planning and instruction with teachers as well as goal setting with teachers. We also use this during our kid talks to identify kids who need more support and discuss possible root causes for this. Teachers are encouraged to use summatives and even parcc data to do some goal setting with their students. Everyone needs to take ownership of this data.

# data[].attributes.body
I believe the data needs to be use to improve the students knowledge. How we can use this to reteaching the topics we  know are very important to the students success in this testes and we need to understand the test well and use the questions in the test on the our lessons, some of my students do not understand some questions in this testes, may they know a little bit about the content, but they are not able to understand the questions in the test. Some students need more help with understand the questions, some students may need more skills about the  specifics questions we can not level all them together. Other students need more knowledge about the content, so the school system more and more we level all the students at they supposed to be at some level at this specific grade, but real life are not like there. May one way to help the students is looking at everyone knowing there are a lot difference between them and their knowledge, their difficulty and ways to help them based on what they need.

# data[].attributes.headline
Jen Lacy 
Stakeholders should use student achievement data to drive decisions about how to best support students and staff. Student achievement data should be utilized to understanding student strengths and weaknesses. Student achievement data should not be used in isolation, it should be supplemental to additional pieces of both formal and informal data to best construct an instructional support plan to best meet student needs. Student achievement data can also reveal areas of celebration and/or improvement for teacher instruction, professional learning and decision-making. 

# data[].attributes.subject
Jen Lacy 
Stakeholders should use student achievement data to drive decisions about how to best support students and staff. Student achievement data should be utilized to understanding student strengths and weaknesses. Student achievement data should not be used in isolation, it should be supplemental to additional pieces of both formal and informal data to best construct an instructional support plan to best meet student needs. Student achievement data can also reveal areas of celebration and/or improvement for teacher instruction, professional learning and decision-making. 

# data[].attributes.body
The achievement data can be used for school improvement. data can be used to identify which individual students are not meeting grade level standards. They can then in turn give these students the interventions they need to succeed. Data can also be used for grouping students by achievement level. Schools can also use data to see where deficits are ad focus on teaching the specific strategies that students need improvement on.

# data[].attributes.body
Schools should be using state testing, benchmark, summatives, and formatives to ensure that students are leveled appropriately and that students' needs are being serviced.  It is important, though, to look at the whole student because a student is more than a data point, but the information we can gain from assessments should not be overlooked.  Sometimes, there is so much data thrown our way that it is easy to feel overwhelmed, but breaking down exactly what is necessary can help teachers and administrators get a clear picture of a student or group. Data can also help teachers better prepare for a future course or spend time remediating a skill.

# data[].attributes.headline
Julia Page:  At the high school level, data should be used to place students in classes that are most appropriate for their level.  Within the classroom, the teacher should use a variety of data points to group students and plan for instruction.  For example, I am currently teaching a Foundations of Math class, and prior to teaching multi-digit addition and subtraction, I gave my students a pretest.  12 out of 16 students scored very high on the test, indicating they don't need direct instruction since they already know how to accurately add and subtract.  4 other students are still developing proficiency within these operations.  As a result, these 4 students will receive direct instruction and more basic practice, while the other students in the class will be working on more challenging problems with regrouping, word problems, or other operations.  

# data[].attributes.subject
Julia Page:  At the high school level, data should be used to place students in classes that are most appropriate for their level.  Within the classroom, the teacher should use a variety of data points to group students and plan for instruction.  For example, I am currently teaching a Foundations of Math class, and prior to teaching multi-digit addition and subtraction, I gave my students a pretest.  12 out of 16 students scored very high on the test, indicating they don't need direct instruction since they already know how to accurately add and subtract.  4 other students are still developing proficiency within these operations.  As a result, these 4 students will receive direct instruction and more basic practice, while the other students in the class will be working on more challenging problems with regrouping, word problems, or other operations.  

# data[].attributes.body
Using student achievement data should help schools, administrators, and teachers to make informed decisions about how to meet the instructional needs of all students. Teachers can look at student achievement data and other on-going assessment data points to hone in on specific areas of strengths and weaknesses to differentiate instruction for all students. Analyzing student achievement data also allows teachers to reflect on instructional practices that may need to be adjusted to improve student learning outcomes. Student achievement data should foster conversations about strategies and interventions that would benefit students who are not meeting grade-level curricular standards. Moreover, it is important to examine on-going assessment data throughout the school year to show a student’s progress over time. Student achievement data should be examined and analyzed throughout the school year to place students in appropriate classes. As administrators look at student achievement data at each grade level, it should help to assess what types of professional learning opportunities may be needed at each grade level and other supports to assist teachers to increase student achievement data.

# data[].attributes.body
School staff should use data for instructional improvement. The data can also be used for students to look at their own data and set learning goals. It can also help establish a vision for schoolwide data use. Data can also provide support to a data driven culture we have within schools.

# data[].attributes.body
Schools / teachers should use the student achievement data in several ways. It should be used in order to adjust instruction. Areas of weakness should be examined in order to determine why it is an area of weakness and what can be done in order to strengthen the area. Also, data should be used and combined with other pieces of data in order to make decisions about next steps for students. It is important to look at various pieces of data in order to get a more complete picture of a student. Another way the data could be used is to help inform areas of staff development. Data is a great tool to use in order to find strengths that can be shared as well as places where staff development could be used to make an area stronger. I think schools and teachers should constantly be looking at data and areas that need to be adjusted. Even if a student scored a 5, there is still room for growth and enrichment. That score as well as other data points could help to guide teachers in making decisions that could assist students in areas of growth.