Teachers use a constant influx of assessment results to drive instruction, but is that data sabotaging teaching? Using data to drive instruction is critical for ensuring that students receive the highest quality learning experiences that meet their needs. There are a few ways that data may be hindering student and teacher performance.
An overview of the California Department of Education’s systems to create more equity in the way education is funded in an effort to develop a system of funding that is simpler and fairer for students.
How do we empower students to take an active role in their education? Students need to feel that they are a part of cultivating their own learning experiences. As educators, we must effectively guide our students to understanding their instructional data and work with them to set achievable goals that put them on the right path towards academic success.
In September of 2021, Governor DeSantis announced a proposal that would end the FSA and replace it with the new Florida Assessment of Student Thinking (FAST) which aims to eradicate common core and move to a growth based, progress monitoring system. The goal behind FAST is to remove common core end of year standardized assessments and implement a progress monitoring system that facilitates individual growth and supports students in reaching their academic goals. In March of 2022, Desantis signed bill, SB 1048, to implement the new required FAST system in the 2022-23 school year.
The South Carolina Department of Education recently updated their standards for science instruction and assessment, moving from the existing SCAS standards to the new South Carolina College- and Career-Ready (SCCCR) Science Standards. This updated curriculum has not yet been implemented in the statewide assessments, but educators can prepare now thanks to a new set of science subjects in Progress Learning built around the updated SCCCR standards for Grades 3-12.