Pub. 6 2016-2017 Issue 1

13 is available from TetraAnalytix FREE OF CHARGE for all teachers. References Barlow, D.H., Hayes, S.C., & Nelson, R.O. (1984). The scientist practitioner: Research and accountability in clinical and educational settings. Elsmford, N.Y.: Pergamon Press. Hord, S. M. and Sommers, W. A. (Eds.) (2007). Leading professional learning communities: Voices from research and practice. Corwin Press. Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Institute for Schools, Education, and Democracy, Inc. West, R.P., &Young, K.R. (1992). Precision teaching. In R.P. West & L.A. Hamerlynck (Eds.), Designs for Excellence in Education: The legacy of B.F. Skinner. Longmont, CO: Sopris West. West, R.P. (2003). Utah’s public education in 2050: It’s hard to make predictions, especially about the future. InM.K. Winder (Ed.), UTAH 2050: Glimpses of Our Future. Salt Lake City, UT: Eborn Books. kind of information in a format suitable for interpretation and planning. Technology will assist educators to manage the vast amount of information that will be collected, summarized, analyzed, and interpreted. Most of the assessments we use today are not able to provide teachers and administrators with the information they need to prescribe and evaluate instruction. Good tools do exist, but they are not used as widely now as they will be in the future. Student performance will be assessed each day, and curricular adjustments will be made immediately based on the analysis and before patterns of failure become more difficult to change” (West, 2003). In the years since I made these statements, educators have greatly increased the rhetoric about data-based decision-making, but classroom and school practice remain largely unchanged. However, as a result of research begun at Utah State University and continuing at Tetra Analytix, we have been successful in developing new tools to assist teachers and school leaders in the process of systematic classroom and school improvement and sustainable change. These tools are good places to begin the process of data-based decision-making. SnapShot (Tetra Analytix) is a comprehensive survey of critical conditions for learning, teaching, and community support. Assessing and summarizing the reports of all students, teachers, administrators, staff members, and parents associated with the school, SnapShot identifies priorities for school improvement. Requiring only five minutes from each respondent, SnapShot summarizes the critical conditions students need to be successful learners and teachers need to be successful mentors and collaborators. The conditions for learning identified and assessed by SnapShot account for over two-thirds of student learning measured by standardized tests. These conditions are far better predictors of student learning than are socio-economic factors, parent and family support, teacher qualifications, and school leadership. SnapShot is designed to be conducted as often as three times per year, and will guide school and community leaders in their improvement efforts. CoPilot (Tetra Analytix) is a weekly report of specific instructional events in the classroom as reported collectively by the students in that classroom (or period, in a secondary school). These regular reports guide teachers to adjust their instruction and classroom practice to be more effective. Students participate in a 45-60 second “interview” using a computer, iPad or other tablet, or smartphone to report the presence or absence of crucial instructional and management practices. They can also report school-wide or targeted problem behaviors, such as bullying. Using the weekly summaries, teachers can review their instructional practice, make changes in it, and in short order they are able to see the impact of their changes in practice. CoPilot