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see the specific skills, standards, and state test scores and have improved increasing amount of data available,
domains on which his/her cohort was teaching and learning. The school/ and any informed action taken on data
strong or weak. Both of these teacher- grade level analysis, individual student is a positive. School improvement
level STS reports are discussed in results, and teacher-specific outcomes and increased scores, however, may
individual conferences with teachers. have provided clear direction to work not be attained without employing a
Every educator is therefore empow- collaboratively toward common grade systemic approach like that which this
ered to know their areas of strengths level goals, empowered individual article has outlined. Cheesequake
that are to be replicated as well as students to know and strengthen indi- Elementary School exemplifies that if
suggested weakness areas, which are vidual weaknesses, and have focused school/grade, individual student, and
then often targeted in Professional teachers’ energies and efforts for their teacher level data are examined and
Growth Plans for the upcoming year. own professional growth. corresponding, specific action is taken,
These three lenses through which The information provided in this article outcomes will be enhanced and stu-
Cheesequake and Old Bridge Town- illustrates how one school has defied dents, teachers, and schools will grow
ship Public schools examine data and expected outcomes to attain notable in the exact areas in which they most
take action have led to sustained, success using data as a vehicle to need improvement.
significant, and meaningful gains in drive improvement. There is an ever-

References
Achieve the Dream (2012). Cutting Edge Series: Building Institutional Capacity for Data-Informed Decision Making. Public
Agenda. Retrieved from https://www.achievingthedream.org/sites/default/files/resources/ATD_CuttingEdge_No3.pdf
Chenoweth, K. (2016). Essa Offers Changes That Can Continue Learning Gains. Phi Delta Kappan, 97(8), 38–42.
Dweck, Carol S. (2008) Mindset: The New Psychology of Success New York: Ballantine Books.
Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007) The New Instructional Leadership: Creating Data-Driven In-
structional Systems in Schools. Journal of School Leadership 17 (2), 159 2007
Isaacs, M.L. (2003) Data-Driven Decision Making: The Engine of Accountability. Professional School Counseling, 6(4),
288-295.
Marsh, J. A., & Farrell, C. C. (2015). How Leaders Can Support Teachers With Data-Driven Decision Making: A Frame-
work for Understanding Capacity Building. Educational Management Administration & Leadership, 43(2), 269–289.

Mertler, C. A., & Zachel, K. (2006) Data-Driven Instructional Decision Making: An Idea (And Practice) Whose Time Has
Come. Principal Navigator, 1 (3), 6–9.
Picciano. A.G. (2006) Data-Driven Decision Making for Effective School Leaders, New York, NY: Pearson.
Sharp, L.A. (2016) ESEA Reauthorization: An Overview of the Every Student Succeeds Act. Texas Journal of Literacy
Education, 4 (1), 9-13.

About the Authors

Dr. Thomas Ferry has worked in the education field for 20 years as a secondary mathematics teacher,
high school and middle school vice principal, and elementary school principal. All of his experience
is in public schools, and he is also founder of Soar the Scores LLC. He holds a B.A. in Mathematics,
Elementary Education, and Secondary Education from Rider University and earned both a Master’s
Degree and Doctoral Degree in Educational Administration and Supervision from Rutgers University. He
currently serves as the Principal of Cheesequake Elementary School, part of the Old Bridge Township
Public School District, and provides data analysis, reporting, and professional development services through his
company, Soar the Scores LLC, to various New Jersey school districts.
Dr. J. Scott Cascone has worked in the education field for 20 years as a language teacher, coach,
supervisor, school and central office administrator. He has tenures in private, public, and international
education in K-12 contexts. He holds a B.A. in International Affairs from the George Washington
University, a Master’s Degree in Teaching from Fairleigh Dickinson University, and 6th year specialist
and Doctoral degrees in K-12 Educational, Leadership, Management, and Policy from Seton Hall
University. He currently serves as the Executive Director of Academics for the Old Bridge Township
Public School District and an adjunct professor of linguistics in Fairleigh Dickinson University’s School of Education.

Educational Viewpoints -56- Spring 2019