As I examined the literature on using data for school improvements and the framework for continuous school improvement, I was always comparing my own experiences as the Continuous Improvement Model (CIM) facilitator at my school. I examined not only the practices of the school as a whole, but also my techniques and beliefs about using data within schools. Unconsciously, I was looking to validate my practices and belief, adding the knowledge base that I already possessed. However, the readings had a different effect on me; it exposed that there was a fundamental error in the way my school, i.e. myself used data.
According to Bernhardt (2013), “Without a system, structure, or vision in place to guide the utilization of all data, there is no new learning to change teacher attitudes, behaviors, or instruction – and ultimately improve student learning”(p. 2). This statement resonated with me because I realized that I was fighting and uphill battle. During the past three years, I struggled to get teachers to buy into using data within their individual classrooms to improve instruction. Some teachers naturally gravitated to the process, and although there were systems in
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According to Bernhardt (2013), “Schools focus only on gaps and compliances can neither innovate nor create a future that looks different from the status quo.” There was a plan in place to address the deficiencies in our lowest quartile of students, our “Bubble Kids” are targeted to meet our SIP goal, and our proficient students are monitored for warning signs of possible digression. The targeting for these band-aids was to improve state assessment scores. With all being said, the percentage of students that were proficient remained low and