The foundation of the district’s strong student achievement is its consistent use of a data-driven approach to instruction. Across all schools, educators regularly analyze multiple sources of student performance data to identify trends, understand individual student needs, and design targeted instructional responses. This process ensures teaching and learning are continuously refined based on both aggregate patterns and individual student progress.

The K-12 instructional specialists play a key role in facilitating this work by engaging teachers in collaborative inquiry using the Looking at Student Work Protocol. Through structured conversations, teachers analyze student work, review assessment data, and determine instructional next steps. These collaborative discussions reflect a high level of professional engagement and support a shared commitment to improving student outcomes.

At the G.H. Robertson School, the disaggregation of SBAC and NGSS data, along with Interim Assessment Block (IAB) results, is a central component of the school’s instructional planning process. During the summer and fall, staff conduct a comprehensive analysis of summative assessment results to identify grade level trends, priority standards, and areas requiring additional instructional focus. K-12 instructional specialists prepare detailed analyses that disaggregate results by grade level, skill target, and student subgroup, including students receiving special education services, as well as provide a historical look at cohort performance over time.

Grade level teams then collaborate to examine this data and determine instructional responses. For example, in English Language Arts (ELA), Target 9, identifying the main idea and supporting evidence, was identified as an area requiring additional attention. Because this skill often appears as a multi-part assessment question requiring students to identify a main idea and multiple pieces of supporting evidence, teachers have incorporated additional instruction and practice to strengthen students’ ability to successfully respond to these complex items.

Standardized assessment data is also reviewed at the individual classroom level, allowing teachers to reflect on the performance of both their current students and the cohorts they previously taught. This reflective process supports stronger instructional alignment across grade levels.

Throughout the school year, IABs are administered according to the district assessment calendar and serve as important formative assessments. Following each administration, coaching sessions in ELA, mathematics, and science are conducted to review results, identify learning gaps, and determine targeted instructional strategies prior to the spring SBAC assessment.

At the Capt. Nathan Hale School, staff have dedicated significant time to analyzing SBAC and NGSS data in order to refine curriculum and instruction. One outcome of this work has been the revision of Grade 8 ELA mini lessons to include a targeted listening practice in response to identified areas for growth. In collaboration with the K-12 literacy specialist, grade-level teams also developed warm-up activities that help students become familiar with complex assessment item types, such as “Part A/B” questions and “Select All” response formats. Similarly, the science department has revised laboratory experiences to include clearer formatting and scaffolded supports aligned with NGSS expectations. These adjustments have already contributed to improved performance on recent interim assessments.

At Coventry High School, teachers continue to use standardized testing data to inform instructional decision making. Early in the school year, administrators and curriculum leaders disaggregated SAT and NGSS results and shared findings with teachers. Department meeting time and instructional coaching sessions were then used to analyze the data and adjust instructional and assessment practices to better align with assessment expectations. Teachers in mathematics, English, and science also used Looking at Student Work Protocols to analyze student responses from mock SAT assessments and science IABs.

Together, these practices demonstrate the district’s strong commitment to using data as a tool for continuous improvement. Through systematic analysis, collaborative reflection, and targeted instructional adjustments, educators across the district are working to ensure that instruction is responsive to student needs and aligned with the skills and standards required for success.