ABSTRACT
A sixth-grade mathematics data team has developed an instructional plan based on a detailed analysis of previous test scores, along with the unpacking of the upcoming learning objectives. The group's pre-testing efforts revealed both in-class and within-group variation in performance, with some classes scoring at the remediation level and one scoring predominantly at the enrichment level. Teachers with the lower performing students felt frustrated that they had spent time developing problem-based plans but felt that they could not use them with their students. Several years ago a new principal was assigned to an average-size elementary school in a metropolitan school district and was tasked with transforming the school to be "data driven". The principal had limited knowledge on how to use data to move her school forward. The principals tasked department chairs with the primary responsibility of carrying out both the data driven training and the implementation of the new requirements.
