Cynthia Chory
PS/IS 187Hudson Cliffs
349 Cabrini Boulevard
New York, NY 10040
Move from “good to great” by implementing Data Binders in
each content area to record daily authentic assessment of
each child, thus allowing for differentiated instruction.
 Learn to understand data and make decisions based on that
understanding.
Process
 Professional Development (on all levels – including administration)
 Established a flow of information
 Data Specialist Team formed by teachers who exhibited strong tech
skills to begin to analyze test score data for patterns and trends.
 Tracked Student Progress. We decided to look at a small cohort of
specific students and track their progress in Literacy. We soon
realized that really using data requires leadership, training, and the
development of a culture of use.
 Enter the data binder. Teachers, working in departments, in gradeteams, and as a staff, met periodically to discuss data, examine data
binders to share best practices and sometimes to focus on the needs of
a particular student based on the data accrued. During those meetings,
they had to determine ways to gather evidence while keeping it
manageable within a teacher’s busy day.
Outcomes
 First and foremost, we learned that this process had to be streamlined
to include:
 what the students will learn and be able to do
 what type of evidence will be accepted as indicators of success
 We are currently in the process of coming up with a list of “nonnegotiables” that will be a part of all teachers’ data binders in the
future.
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 This is challenging because of different ways that teachers
assess students (including Reading levels – according to TC,
Fountas and Pinnell…).
 We have also seen that Content Area Teachers have different
needs than those of Literacy Teachers so it’s difficult to create a
“one size fits all” data binder.
 We have learned to use several technology programs to allow teachers
to readily access data but this is still difficult.
 Teachers and administrators require more PD regarding data analysis,
designing assessment instruments, implementing various forms of
assessment, and understanding which assessment to use to provide the
desired information.
 We also have scheduled several meetings (prior to the end of the year)
where teachers will meet collaboratively (ex. Grade 7 teachers will
meet with future Grade 8 teachers) to discuss information obtained
about each student. By doing this, teachers will know where their
work needs to begin.
Lessons Learned
 I learned that the key assumption for effective distributed
leadership is not which functions or task can be delegated
completely to an individual or group of individuals, but what
level of involvement in those functions or task is most
appropriate and strategic for the principal to fulfill.
 I think I have to redefine leadership as relationships. The focus
has to shift to how people interact with one another to make
change happen – their personal connections, mutual respect,
and shared knowledge.
 To be effective any strategy must be integrated with existing
systems, and processes, rather than requiring new teams,
additional meetings…etc. The focus of these systems and
processes will then reflect a deeper understanding and
discussion of people, potential, and most important results.
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