Student Achievement Data for Classroom Practice

Formal student achievement & engagement data describes information typically found in cumulative files or databases such as prior grades and test scores (achievement); and attendance, disciplinary records, and guidance counselor records (engagement).

It is important to remember that while these sources of evidence can be helpful, they only provide background information and general context. They are no substitute for formative and summative assessments incorporated into your instruction. However, combined with classroom assessments of academic literacies, knowledge of student learning, student's' mindsets, and students characteristics; this information can help inform how you choose student groups, create seating charts, and differentiate instruction for individuals. This knowledge can also provide an opportunity to provide empathy, acknowledge hardship, and help inform how you might set goals with the student to improve academically.

Achievement - look for evidence of:

• Prior grades and dramatic changes in grades
• Standardized test scores and dramatic changes in test scores over time. Standardized tests typically reveal which of your students performed advanced, proficient, basic and below basic (or a similar scale). While standardized tests typically provide limited diagnostic information that tells you specifically what you might teach, they can help you think about patterns and general areas you might emphasize in your instruction (reading instruction, for example).
• Look for discrepancies between grades and standardized tests. These can tell you something about motivation, grading practices, effort vs. mastery, and so on.
• Student designations and programs and whether they are receiving services (i.e. A students identified as gifted, a student receiving counseling services).
• A students language designation and whether they are a language learner.

Engagement - look for evidence of student challenges that might affect learning:

• Whether a student has a medical diagnosis, such as a prescription for eyeglasses (but doesn't wear them in class)
• Attendance patterns and dramatic changes in attendance
• Traumas or disruptions that may affect or have affected learning and social/emotional well-being (divorce, recent move, death, and so on).
• Family engagement such as family attendance at school nights and conferences.