2012 SCORE Prize Winners: Using Data to Enhance Learning | Page 10

• Covington High leaders recommend that each
teacher spend at least 20 minutes of instructional
time each day preparing their students for the ACT.
The school recommends that all teachers within their
PLCs review TVAAS data, scores from report cards,
formative and summative assessments, mastery
charts, ThinkLink scores, as well as scores from the
four and a half-week assessments, nine-week tests,
mid-term tests, and final exams.
Performance data are shared among all academic
teachers, not just the teachers in the subject areas
tested. As one teacher said, “We bring everything
back to data.” Teachers in subjects other than English
and algebra try to incorporate skills from those content areas into their own subjects to reinforce learning
and help students perform better in these two critical
performance areas.
Formative assessment. The teachers at Covington
constantly evaluate students and adjust instruction
based on what they see happening in class. This
practice is based partly on assessments in English
and math designed by Covington teachers and
administrators. Teachers in each of the academic
departments collaboratively