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A Systems Approach to Student Achievement

Understanding student performance results can help close achievement gaps

Successful districts use assessment results to improve student achievement and school boards play a leadership role — supporting administrators as they analyze results and allocate resources to achieve goals.

The Direct Access to Achievement (DATA) model focuses on developing a culture throughout the educational system using assessment data to improve student achievement. In this culture, everyone from classroom teachers to school board members understands and uses the full range of information available to measure student success to support best practices and provide accountability.

What is the Oregon DATA Project?

The Oregon DATA Project is an initiative of the Oregon Department of Education and Education Enterprise Steering Committee. In June 2007, the department received a three-year, $4.7 million federal Institute of Education Sciences grant for professional development supporting a longitudinal data system. The  department held focus groups, trained instructional and technical teams, created on-demand online training and undertook other projects to build capacity, evaluate effectiveness and ensure sustainability. The  department is also working with education service districts to provide professional development and other support for student-centered, data-based decision making.

Grant-funded, professional development for boards

The Oregon School Boards Association has a great offer to help board members develop these leadership  skills. Two OSBA staff members completed the rigorous certification process to become Oregon DATA Project trainers, and created a three-hour workshop specifically for school boards.

This new OSBA workshop is delivered in your district at no cost to your district, thanks to an Oregon Department of Education grant. Board members learn how to use assessment and other student achievement results effectively to drive decisions, allocate resources, improve student performance and close the achievement gap. It incorporates the National School Boards Association’s Key Work of School Boards and other national research to: 

• Identify characteristics of effective school boards.
• Discuss how assessment results are used at classroom, building, district and board levels.
• Define different types of assessments—formative and summative—and emphasize the importance of a variety of sources to measure success.
• Present a systems approach to using this information to improve student achievement.

Please contact Peggy Holstedt or Rick Stucky for more information or to schedule a training, or call 1-800-578-6722.