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Sharing Mastery Data Transparently Across the Class
Each student's current mastery score for any learning objective is visible to the class.
Team Collaboration: How do leaders build in time and team structures for data-driven instruction?
Personalization in classrooms requires broad, intentional use of data across schools and systems. This guide explores how leaders can foster effective data-driven instruction by setting aside time, creating structures, and offering supports needed...
Teacher Data Usage at West Belden
Teachers at CICS West Belden discuss how they use data to personalize learning.
Program Data Usage by Instructors at West Belden
In this screencast, a CICS West Belden teacher explains how they review data on program usage. (Note, screen is blurred over names to protect student data.)
Prioritizing Non-Traditional Metrics
Given the unique challenges of their personalized learning approach and student population, Bronx Arena prioritizes data focused on attendance and output.
Cisco Exit Emoji Explanations
Students at Cisco Junior High give emoji ratings to provide qualitative data each day about how well they think they understand what they are working on.
Student Ownership: How do I support students in building agency and owning their data?
In order to support student agency and ownership of learning, educators need to develop practices that enable students to understand and use their own data in meaningful ways. This guide will explore various structures and strategies to accomplish...
Remote Learning Reflection Tool
This self-assessment tool helps leaders assess current readiness and practice and then work with their teams and technical assistance partners to choose areas for highest impact.
Real-Time Data Use
AssessmentData AnalysisRecord of Progress Monitoring and SharingPlanning TimeAction Planning
West Belden's Daily Common Planning
West Belden creates 90 minutes daily for common planning by scheduling non-teaching activities back-to-back.
Not All Feedback is Created Equal: IgnitED Research Video
It seems to be common (and accepted) knowledge that effective feedback is timely and relevant. In other words, receiving a simple grade on a test two weeks after it was given is unlikely to improve learning. But learning science has also shown that...