[Assessment 1521] Re: Getting staff used to using data

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Nancy R Faux/AC/VCU nfaux at vcu.edu
Thu Dec 11 14:22:44 EST 2008

Hi Barry,

Could you please explain how you are correlating student attendance and
retention with teacher participation in professional development, or the
workshops that you offer? We are exploring ways of doing this, also.


Nancy R. Faux
ESOL Specialist
Virginia Adult Learning Resource Center
Virginia Commonwealth University
3600 W. Broad Street, Suite 669
Richmond, VA 23230-4930
nfaux at vcu.edu

"Bakin, Barry" <barry.bakin at lausd.net>
Sent by: assessment-bounces at nifl.gov
12/11/2008 12:21 PM
Please respond to
The Assessment Discussion List <assessment at nifl.gov>

"The Assessment Discussion List" <assessment at nifl.gov>

[Assessment 1510] Re: Getting staff used to using data

Data is not just for classroom instructional staff to analyze. Our staff
meeting yesterday(of teacher trainers responsible for staff
development)focused on using attendance and ADA statistics collected since
1999 as a way to determine whether or not our team's staff development
efforts over the last several years has resulted in increases in student
attendance and retention by students whose teachers have taken staff
development workshops. We have an immediate and pressing interest for
doing so, as expected district-wide budget shortfalls of millions of
dollars are leading some at the district level to advocate for the
elimination of staff-development programs in the coming year. We
obviously feel that teachers who improve their skills will retain students
better than those who don't, but we'd like to be able to point to data
that demonstrates that.

Barry Bakin
ESL Teacher Adviser
Division of Adult and Career Education
Los Angeles Unified School District
National Institute for Literacy
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